Perceptions in Leadership

At about the time the U.S. Women’s National Team won the 2015 FIFA World Cup, Misty Copeland was promoted to principal ballerina at the American Ballet Theater, the first African-American woman to do so in its 75-year history.  A few weeks later, NFL’s Arizona Cardinals named Dr. Jen Welter as their first female coach. It’s wonderful to see these “firsts” for women - - but in 2015 we have a long way to go in supporting young women and girls today so they become confident and effective leaders tomorrow.

A recent study by the Harvard Graduate School of Education reinforced this.

The study focused on perceptions of middle and high school boys and girls about gender and leadership and revealed that the gender gap persists. We already knew this, but it’s good to have the data.

Nearly 20,000 diverse middle and high school students from public and private schools in the US, Canada, and international schools, and 1,200 parents took part. Most of them didn’t see women as leaders in most fields, or only in fields stereotypically female, as shown in the graphic below, taken from the study:

Gender stereotyping is pervasive in media and culture, surrounding boys and girls with pernicious images that hinder ability and limit choices and opportunities. For girls, this can erode confidence in their leadership and also cultivate and reinforce biases in boys. Ultimately, we all pay the price of such limiting behaviors. Indeed, we are paying the price now.

Adults and parents must confront and challenge their own gender biases, then empower boys and girls to identify and actively combat them, too. Media literacy for all can help. Media literacy provides a framework to challenge and empower children, youth, and adults from negative stereotyping and build essential skills of inquiry and self-expression necessary for citizens of a democracy. Until, and unless we do, we will continue to be surprised every time a woman becomes a "first".

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Addendum: Cross-posted on Media Literacy Now, Monday, August 10, 2015 

Media Literacy Now

Twenty years ago, when my eldest of three was in elementary school, I became an outspoken advocate for commercial-free schools and classrooms. I learned about efforts in Massachusetts and across the country to limit the impact of commercialism in our schools and I carried the issue forward with PTAs at local, state, and national levels. I met good folks then with whom I now interact on the broader issue of media literacy and I am a proud member of Media Literacy Now.

Today, literacy means

media literacy.

The need for media literacy in our schools is more important than ever because we live in a 24/7 media environment. Children's future well-being depends not only on their literacy, but that they have the media literacy skills necessary to navigate, analyze, and respond to all forms of media.

Whereas my eldest is in that first generation of digitally socialized people who entered school at the dawn of the internet age and adopted computerized technologies in elementary school and facebook and twitter while still in high school, my rising high school senior is a digital native who has been accessing online curriculum content since elementary school, came through facebook and twitter and beyond, with access to personalized on-screen edu-tainment.

Classrooms today are learning labs where students prepare for the world beyond school walls, equipped with the skills necessary: Communication, empathy, critical-thinking, and global citizenship. Schools continue to add and improve technological access to curricula across all grades yet there is little coordination to ensure media literacy skills acquisition. We must empower our children to be critical thinkers who analyze content in print and can navigate media in all of its forms to become informed digital citizens.

The internet is not going away. Our children must move beyond being media consumers to become media creators. Their future - and our democracy - depends on it.

Public Hearing on Media Literacy Bill

State House, Boston

I spent the better part of Halloween morning at the Massachusetts State House, specifically in Hearing Room A-1, for a Public Hearing convened by the Joint Committee on Education. The hearing was dedicated to proposed bills on curriculum in K-12 public schools, that included teaching of genocide, Civics education, and more. It was standing room only. Seats were filled and walls lined with staff, press, teachers, students, and advocates in attendance to hear testimony in support of a range of bills that would impact K-12 curriculum in public schools. I was there to testify in support of the Media Literacy Bill (S.213/H.472) on behalf of the MASC Legislative Committee.

Advocates speak in support
of S.213 before the Joint
Committee on Education

Room A-1

Bill S.213 is unique in that it is not written as a mandate for teachers or districts to teach a particular subject. Rather, Media Literacy is a methodology, a pedagogy, a way of teaching that incorporates strategies for critical analysis in a way that is relevant and engaging to kids. Teachers recognize the need for media literacy - they see the very real effects of too much media, unhealthy media, and lack of critical analysis. Many teachers are using media literacy across many content areas already and the Massachusetts Teacher's Association endorses this bill; they have been on board as long as the Massachusetts PTA. Some school systems recognize that media literacy is written into the Common Core standards and those districts are moving forward to incorporate it throughout all content areas. Those who are not risk falling behind the schools that are doing a better job preparing their students for work and life in the 21st century.

Media Literacy

Media is powerful.

Today's media landscape has dramatically changed over the last decade and our children are now living in a world of 24/7 media.

Results of a national survey by the Kaiser Family Foundation showed (2010) that