It’s a common mistake. We understand that schools and education can be used to change society and try to solve a social problem through education. We ask educators to change the near future and blame them when they don’t.
What we forget is that schools don’t just remake society, they also reflect it. Schools aren’t islands, they’re microcosms, connected to their communities. We ask schools to solve childhood obesity, forgetting that families control most of a student’s diet and activity. We keep schools safe with bullet proof glass and armed guards but forget about the violent perpetrators sitting in the classrooms.
The Toronto District School Board has fallen into this fractured thinking. Their recently released memo indicated that the board will give preference to certain groups when recruiting new teachers, and among those preferred groups are males. This precipitated cries of outrage from women and led others to ponder whether the education system is too ‘feminized’.
The logic seems to be that since schools are dominated by women, male teachers are needed to ‘connect’ with the many struggling boys and raise achievement. Male teachers are familiar with this thinking. I wish I was paid for every struggling boy assigned to my class because they needed a ‘strong male role model’. I’d be a rich man. Why don’t the struggling boys ever need more mothering? Why don’t any of the kind, well-adjusted boys or girls need male role models? But I digress…
That the education system is dominated by women is beyond dispute. Over 80 % of elementary teachers and over 50% of secondary teachers are female. I don’t know why this disparity exists and it confuses and amazes me that it’s never been addressed. Male dominated professions are targeted and women recruited into them but teaching remains female dominated and has for decades (centuries?). My local federation (and I assume most others) have committees with budgets dedicated to supporting and elevating women in the profession but no similar program for men. Huh? The current situation is clearly inequitable, and if the goal of the TDSB hiring practice was merely to redress this inequity, I’d understand it.
The suggestion, however, that hiring male teachers will improve the achievement of boys or address the feminization of the educations system is clearly misguided.
Teachers provide opportunities for students to learn, and foster and support that process. Their ability to do that has very little to do with gender. Boys can and do learn very successfully from female teachers and girls from male teachers. The gender of a teacher is irrelevant for the vast majority of students. What most students need are good teachers of any gender.
The feminization of the education system is also, I think, beyond dispute, but this shift isn’t isolated to education. Traditionally “male” behavior is no longer socially acceptable, an increasing number of boys are raised without fathers (a third of all children now) and more women are taking leadership roles. This represents a significant shift in values and attitudes over the last few decades.
In many ways young boys are getting squeezed by the shift. They get in trouble for ‘rough play’ despite the fact that active play is normal for boys. Many boys have few or no male role models to guide them as many traditional avenues for boys to connect with non-parental male role models are declining or disappearing altogether (extended family, community, organized activities, etc.). There are fewer and fewer ways for boys to learn how to be male.
The feminization of the education system is simply a reflection of a wider societal shift. If we’re interested in improving the achievement of boys it will take a broader effort than just hiring more male teachers. We need greater understanding and acceptance of what it means to be male and a greater appreciation of the value of male role models in all areas of boys’ lives. Unless we restore some balance to our current attitudes towards gender the problems of boys will only get worse.