About a month ago, I authored a post called “An Open Letter to Girls Everywhere,” in which I discussed how the media still fails to fully and accurately represent the work and accomplishments of women working in fields traditionally dominated by men. I addressed the letter to girls who are told in school that they can become whatever they want but then see few examples in the media of successful professional women. Here’s a quote: Continue reading
Please take a moment to read this linked article by Gina Vaynshteyn about the kidnapping of over 200 girls in Nigeria and the international movement aimed at bringing those girls back to their families and schools. “Everything You Need to Know About #BringBackOurGirls” details the heinous crimes of the Nigerian terrorist group Boko Haram and its ideology of denying education to girls. The group recently declared its intentions to sell these kidnapped girls into slavery. We must urge leaders in Nigeria and in the international community to act quickly to bring these girls to safety.
Please help raise awareness about this urgent issue.
Charter schools are the sexiest thing going in New York City education. They are fountains of educational innovation in that city, even as charters languish in many other parts of America. Those schools are not without their own unique set of controversies beyond the typical ones regarding unions and privatization, however. As outlined by Amy Pereira and Trymaine Lee in an article titled “A Day in the Life of a Divided School,” one of the most hotly contested education issues in that city is school co-location, the practice of Continue reading
The Confidence Code, a new book authored by ABC’s Claire Shipman and BBC’s Katty Kay, reveals new research into the differences between men’s and women’s confidence and how those differences affect important areas of life such as workplace performance. This dynamic certainly begins even earlier, in the classroom. As Shipman points out, girls of today tend to work hard and strive for perfection in their grades rather than take academic risks. When they graduate from college with impressive degrees, the skills that helped them earn those degrees don’t necessarily transfer to the workplace. In an article posted today on ABCNews.com, she notes of women, “Perhaps we’ve contemplated taking a larger step – a run for local office or a change of career – but we opt for caution over risk. For most women, such feelings are so commonplace we’ve discount[ed] them. But, in truth, they represent a profound confidence gap between men and women, especially in the workplace.” In contrast, men tend to be assertive in their contributions to discussion, decision making, and leadership. Women often take a back seat, fearing that they might make mistakes or be perceived as over-bearing.
As an educational researcher, I can’t help but wonder what educational structures and practices reinforce this confidence differential in schools. The article states that there are genetic and physiological determinants of an individual’s confidence levels, but the study also finds that individuals have agency in this. How can we teach girls the same non-cognitive skills of self-confidence and assertiveness that help boys succeed in the workplace? How can we encourage girls to take risks and view failure as a learning opportunity? Answers might be a long time coming, but the discourse generated by this research could go a long way in shifting educators’ approaches to preparing boys and girls alike for success in their careers.
Interested in taking The Confidence Quiz and contributing to this research? Click here for the link.