Pedagogue Blog

Matthew Lynch published in Parental Involvement, Teachers

Why stories matter for children’s learning

Peggy Albers, Georgia State University

Ever wondered why boys and girls choose particular toys, particular colors and particular stories? Why is it that girls want to dress in pink and to be princesses, or boys want to be Darth Vader, warriors and space adventurers?

Stories told to children can make a difference.

Scholars have found that stories have a strong influence on children’s understanding of cultural and gender roles. Stories do not just develop children’s literacy; they convey values, beliefs, attitudes and social norms which, in turn, shape children’s perceptions of reality.

I found through my research that children learn how to behave, think, and act through the characters that they meet through stories.

So, how do stories shape children’s perspectives?

Why stories matter

Stories – whether told through picture books, dance, images, math equations, songs or oral retellings – are one of the most fundamental ways in which we communicate.

Nearly 80 years ago, Louise Rosenblatt, a widely known scholar of literature, articulated that we understand ourselves through the lives of characters in stories. She argued that stories help readers understand how authors and their characters think and why they act in the way they do.

Similarly, research conducted by Kathy Short, a scholar of children’s literature, also shows that children learn to develop through stories a critical perspective about how to engage in social action.

Stories help children develop empathy and cultivate imaginative and divergent thinking – that is, thinking that generates a range of possible ideas and/or solutions around story events, rather than looking for single or literal responses.

Impact of stories

So, when and where do children develop perspectives about their world, and how do stories shape that?

Studies have shown that children develop their perspectives on aspects of identity such as gender and race before the age of five.

A key work by novelist John Berger suggests that very young children begin to recognize patterns and visually read their worlds before they learn to speak, write or read printed language. The stories that they read or see can have a strong influence on how they think and behave.

For example, research conducted by scholar Vivian Vasquez shows that young children play out or draw narratives in which they become part of the story. In her research, Vasquez describes how four-year-old Hannah mixes reality with fiction in her drawings of Rudolph the reindeer. Hannah adds a person in the middle with a red X above him, alongside the reindeer.

Children can mix reality and fiction in their interpretation of stories.
Margaret Almon, CC BY-NC-ND

Vasquez explains that Hannah had experienced bullying by the boys in the class and did not like seeing that Rudolph was called names and bullied by other reindeer when she read Rudolph the Red-Nosed Reindeer. Vasquez suggests that Hannah’s picture conveyed her desire not to have the boys tease Rudolph, and more importantly, her.

My own research has yielded similar insights. I have found that children internalize the cultural and gender roles of characters in the stories.

In one such study that I conducted over a six-week period, third grade children read and discussed the role of male and female characters through a number of different stories.

Children then reenacted gender roles (eg, girls as passive; evil stepsisters). Later, children rewrote these stories as “fractured fairy tales.” That is, children rewrote characters and their roles into those that mirrored present-day roles that men and women take on. The roles for girls, for example, were rewritten to show they worked and played outside the home.

Subsequently, we asked the girls to draw what they thought boys were interested in and boys to draw what they thought girls were interested in.

We were surprised that nearly all children drew symbols, stories and settings that represented traditional perceptions of gendered roles. That is, boys drew girls as princesses in castles with a male about to save them from dragons. These images were adorned with rainbows, flowers and hearts. Girls drew boys in outdoor spaces, and as adventurers and athletes.

Drawing by an eight-year-old boy.
Author provided

For example, look at the image here, drawn by an eight-year-old boy. It depicts two things: First, the boy recreates a traditional storyline from his reading of fairy tales (princess needs saving by a prince). Second, he “remixes” his reading of fairy tales with his own real interest in space travel.

Even though he engaged in discussions on how gender should not determine particular roles in society (eg, women as caregivers; men as breadwinners), his image suggests that reading traditional stories, such as fairy tales, contributes to his understanding of gender roles.

Our findings are further corroborated by the work of scholar Karen Wohlwend, who found a strong influence of Disney stories on young children. In her research, she found that very young girls, influenced by the stories, are more likely to become “damsels in distress” during play.

However, it is not only the written word that has such influence on children. Before they begin to read written words, young children depend on pictures to read and understand stories. Another scholar, Hilary Janks, has shown that children interpret and internalize perspectives through images – which is another type of storytelling.

Stories for change

Scholars have also shown how stories can be used to change children’s perspectives about their views on people in different parts of the world. And not just that; stories can also influence how children choose to act in the world.

For example, Hilary Janks works with children and teachers on how images in stories on refugees influence how refugees are perceived.

Kathy Short studied children’s engagement with literature around human rights. In their work in a diverse K-5 school with 200 children, they found stories moved even such such young children to consider how they could bring change in their own local community and school.

These children were influenced by stories of child activists such as Iqbal, a real-life story of Iqbal Masih, a child activist who campaigned for laws against child labor. (He was murdered at age 12 for his activism.) Children read these stories along with learning about human rights violations and lack of food for many around the world. In this school, children were motivated to create a community garden to support a local food bank.

Building intercultural perspectives

Today’s classrooms represent a vast diversity. In Atlanta, where I teach and live, in one school cluster alone, children represent over 65 countries and speak over 75 languages.

Indeed, the diversity of the world is woven into our everyday lives through various forms of media.

When children read stories about other children from around the world, such as “Iqbal,” they learn new perspectives that both extend beyond beyond and also connect with their local contexts.

At a time when children are being exposed to negative narratives about an entire religious group from US presidential candidates and others, the need for children to read, see, and hear global stories that counter and challenge such narratives is, I would argue, even greater.

The Conversation

Peggy Albers, Professor of language and literacy education, Georgia State University

This article was originally published on The Conversation. Read the original article.

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Matthew Lynch published in EdTech & Innovation

Poll: Majority of children admit to online risk-taking

From VoicED

A new poll of 2000 11-16 year olds carried out for BBC Learning has found that almost three in five (57%) have done something ‘risky’ or anti-social while online. In addition, almost two in three (62%) said that they felt under pressure from peers to act in this way on the internet. The research was released to coincide with Internet Safety Day, which takes place on February 10th and utilized a combined CATI and online methodology.

In terms of accessing the internet, all those surveyed were active internet users. 94% accessed the internet from a PC or laptop, 83% from a smartphone, 72% from a tablet and more than half (51%) from an online games console.

The activities described included saying negative things about other people, viewing unsuitable websites and, perhaps most worryingly, sharing unsuitable videos or pictures of themselves. Moreover, a fifth of those surveyed admitted to having pressured someone else to act in a negative way online (this rose to 32% in London).

Of the 2000 respondents, almost half (47%) said that they had viewed something on the internet that they did not think their parents would want them to view, whilst around one in seven (14%) said they had sent images of either themselves, or of someone else, that they did not think their parents would want them to send.

A tenth had signed up to online sites or services which were not meant to be viewed by their age group.

In terms of cyber-bullying, almost three quarters (72%) of respondents aged 14-16 had witnessed some form of online bullying, or had been subjected to it. While this is a bleak statistic, there are positive signs. Three quarters had blocked another user of an app or on a website, two thirds (68%) had supported someone else who had suffered cyber-bullying and 74% had ‘stood up for themselves’.

According to a different survey, YouTube is the most popular website used by children aged 11-16, with almost four fifths (78%) using it weekly. Three quarters use Facebook the most (74%), around half cited SnapChat (46%) with a similar number mentioning Instagram (43%). Twitter and WhatsApp were mentioned by more than a third (37% each) with Skype and Minecraft both garnering just less (32%). The BBC Learning survey largely corroborates this data – with YouTube, Facebook, Instagram, WhatsApp and SnapChat all featuring among the most used apps.

This post originally appeared on VoicED.org.uk and has been republished with permission. 

Read all of our posts about EdTech and Innovation by clicking here. 

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Matthew Lynch published in Higher Education

Becoming a teacher: 5 degrees worth exploring

**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**

A guest post by Rachelle Wilber

Education is one of the most rewarding careers. This profession has the opportunity to make a tangible impact on future generations. Some degrees are in high demand for this industry. Arguably STEM related degrees lead the way for aspiring teachers. A degree in Arts, Counseling, Speech Therapy, and Foreign Languages are also ideal for anyone considering this career.

STEM (Science, Technology, Engineering, Math)

Because STEM covers a diverse group of disciplines, there are a bevy of opportunities. Biology and physics top the list of sciences under this umbrella. Math degree holders are some of the most sought after and can be placed in any grade level. Proficiency in algebra, calculus, and trigonometry are the building blocks for engineers, physicians, and other important and well-paying jobs. Computer science degrees open doors to training students with tools for technology jobs. They offer practical skills for learning computer languages where students can take part in writing programs, developing apps, and other industry related projects.

Arts

The art teacher heads one of the few extra-curricular programs in education. Along with music and physical education instructors, they have weekly schedules that rotate facilitating their ability to teach all students. Students are exposed to art history and appreciation as they develop spatial and fine motor skills. These professionals also build self-esteem and self-efficacy skills in students. Someone wanting to become an art teacher can earn a Masters in Art Education online to fit their schedule needs while completing work.

School Counselor

Counselors can be found in more than their office. In the education context, they are in classrooms, school-wide presentations, and family meetings. The training they receive prepares them for a variety of responsibilities with a mission to teach holistic life lessons. The lessons help children grow academically and socially. They are responsible for all the student body and not just one classroom. Counselors have a large presence in elementary and secondary schools.

Speech Therapist

Literacy is an essential for a successful life. Educators that are reading specialist continue to empower struggling students with proficient skills. Speech pathology degree holders have the necessary expertise and training to help students with language awareness. Assessments and creating plans to ensure students succeed are a major component. They have an office with tools for regularly scheduled sessions during the school day. They work closely with classroom teachers.

Foreign Language

Learning a foreign language has become increasingly important in the global constructs. Holding a degree in any language is ideal. However, there are some that are more popular including Spanish. While these educators can be found in any school, it is more commonplace in secondary settings.

Teachers are educational scientist with abilities to perform daily assessments of students as they impart the skills needed in life. A degree in a discipline other than education does not preclude you from becoming a teacher. In addition, there are some supports in schools that are needed outside the classroom. These degrees are options for developing each student and preparing them to be their best.

________________________________

Rachelle Wilber is a freelance writer living in the San Diego, California area. She graduated from San Diego State University with her Bachelor’s Degree in Journalism and Media Studies. She tries to find an interest in all topics and themes, which prompts her writing. When she isn’t on her porch writing in the sun, you can find her shopping, at the beach, or at the gym. Follow her on twitter: @RachelleWilber

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Matthew Lynch published in Matthew Lynch, Policy & Reform

Time to Learn: Revisiting the School Calendar Debate

The nine-month school calendar that emerged over a century and a half ago has proven resistant to change. It remains the predominant organizational structure within which learning takes place today, despite significant social, economic, and cultural changes over the past century that could have resulted in alternate ways to structure time for learning. Still, most school districts continue to organize learning around a 180-day, 6-hour school calendar, with summers as a period of limited or no district-sponsored learning activities.

One explanation for the present school year is that it follows the 19th-century agrarian calendar, freeing up youth to work on farms during the summer months. Other explanations include the notion that children should not be exposed to the discomfort of early 20th-century, factory-like, non-air-conditioned school buildings in the summer.

Missing from these explanations for a nine-month calendar, however, are discussions that focus directly on student learning and achievement, which should be at the forefront of conversations focused on schooling. The propensity to naysay an alternate or modified school calendar routinely includes an array of non-achievement-based concerns. Issues such as family vacations, costs, use of facilities, extracurricular activities, teacher and administrator stress, and even the summer-recreation industry too often enjoy parallel positions of importance.

Students in the U.S. spend fewer days in school than their counterparts in many industrialized countries. In Japan, for example, students attend school 243 days a year, and academic learning does end not once the school day is over. The school day is extended, as many students attend Juku, which are privately run afterschool services that primarily focus on academic subjects, although some provide tutoring in the arts and sports.

Public schools involved in extended learning time efforts provide a U.S. version of a Juku; albeit one that is public and available to all students. They recognize that the amount and quality of time does influence learning, and their efforts result in improved learning and achievement for a number of children. Even though extended learning programs may primarily focus on low-performing, high-poverty schools, given the international achievement gap, all schools should keep a close eye on the success of these schools.

Extension to the school day is important, but extension to the school year is important as well. Research suggests that not only do achievement gaps develop when children from low socioeconomic backgrounds are away from school, but the rate of these gaps accelerates during the summer months. Comparable achievement occurs during the school year for children from both backgrounds.

During periods away from school, however, skills for children from higher socioeconomic backgrounds continue to grow, while no such advances occur for children from low socioeconomic backgrounds. Evidence suggests that modified calendars have a positive impact on achievement for students from low socioeconomic backgrounds, and thus should remain a viable option for schools seeking to improve achievement for students living in low socioeconomic environments.

Clearly, a structure for learning is needed that restores our stature as a well-educated nation and contributes to our ability to be a major player on the global economic playing field. Just as important, we need to provide enough time for learning so that young people have an education that allows them to grow into competent and confident adults able to choose how to live their lives. Holding on to a rigid traditional school calendar seems imprudent when viewed in light of such goals. Historically, supplemental schooling experiences to the nine-month calendar have existed. The time is ripe to flip the arrangement, so that the traditional calendar becomes supplemental to more effective arrangements of time for learning.

Click here to read all our posts concerning the Achievement Gap.

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Matthew Lynch published in EdTech & Innovation

Are massive open online classes still the wave of the future?

With a steady stream of news that the price of college is quickly becoming too high for many Americans to afford, an alternative form of higher education may be how some future students learn. MOOC, or massive open online classes, offer free lectures and web based courses by some of the world’s best universities.

But according to NPR.com, MOOCs popularity never really took off. Because the courses are free and open to anyone with an internet connection, many believed that this type of offering would soon be the death of college.

Not so, or at least not yet.

According to a paper produced by Harvard and MIT for MOOC courses that both institutions offer, more than one million participants entered a HarvardX or MITx course between 2012 and 2014.

While those numbers may seem high, it is important to remember that each course is free, though participants may choose to purchase a certificate of completion at the end.

The paper also found that nearly 40 percent of those surveyed who took one of the MOOC courses had a teaching background.

Overall, the study showed that MOOC is growing at a steady pace but not enough to pose a serious or significant threat to brick and mortar institutions.

That doesn’t mean that these free courses will soon be de-funded or that they will go away, this simply shows that it needs more time to cultivate and to figure out its appeal.

MOOC may still represent a new wave of how students will digest education in the future. Free may be good but quality has to be attached to it. As long as institutions that offer MOOC continue to give valued information through these courses, our future workforce and economy may be better because of it.

Read all of our posts about EdTech and Innovation by clicking here.

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Matthew Lynch published in Equity, HBCU's, Higher Education, list, Matthew Lynch

Top 3 Award-Winning HBCUs

In recent years, HBCUs have been closing at an alarming rate. It can seem like these schools, once meant to provide education opportunities to black students when they were restricted from predominantly white universities, are becoming obsolete in the eyes of some people.

Despite the perception that historically black colleges and universities may not be as relevant today as they are in the past, many schools, such as Spelman and Morehouse, are thriving and are even trailblazers in the in-demand STEM arena.

Here are three award-winning HBCUs that are doing exceptional things.

  1. Dillard University, nominated for six awards in 2015. Dillard University in Louisiana has always been known as one of the nation’s best HBCUs, and recent news that the institution for higher education has been nominated for a number of awards at the HBCU National Media Summit should come as no surprise.

The university’s president, Walter Kimbrough, is up for Male President of the Year, and the school is also nominated for Best Choir and Best Fine Arts Program.

According to The Times-Picayune and NOLA.com, of the HBCUs in Louisiana nominated for awards, Dillard received the most.

In addition to President Kimbrough, choir, and fine arts, Dillard was nominated for “Best Science, Technology, Engineering and Mathematics (STEM) program (Physics); Female Faculty of the Year (Kemberley Washington); and Male Alumnus of the Years (Michael Jones, ’82.).”

Other HBCU’s from the state (Louisiana) nominated for awards are Xavier and Southern University.

This is great news for Dillard as this will surely shine a bright spotlight on how well the university is doing. Heralded as one of the best liberal arts colleges in the south, it shows through the nominations that Dillard has received. Honors like this come at an important time for HBCUs that are increasingly competing with online degree programs and increasing quality of community college offerings. Congratulations to Dillard and the other HBCUs nominated.

  1. Claflin University, HBCU of the Year for 2015. Raising $92 million to improve the university, receiving a $75,000 grant from the Bill & Melinda Gates Foundation, and hosting the South Carolina Collegiate Journalist of the Year are fairly significant achievements all on their own. One university can claim them ALL as its own, though.

Claflin University was just named HBCU of the Year by the HBCU Digest Alumni Association.

According to thetandd.com, the school likely got the award mostly for its participation from its alumni, though. The involvement of graduates who are returning their financial and workforce bounty back to their alma mater are boosting the clout of the HBCU.

“The combined success of the campaign and the generosity of Claflin alumni were largely responsible for Claflin winning the HBCU Digest Alumni Association of the Year Award. In 2013, alumni annual giving rose to an all-time high of 52.2 percent, among the best in the nation for all colleges and universities. Claflin continues to be the perennial leader among HBCUs in this category.

Claflin came just $8 million short of the goal for its capital campaign. The school’s board of trustees led a charge to raise  $100 million to “build the endowment, strengthen academic programs and enhance facilities.”

Claflin has less than 5,000 students, so successfully raising nearly $100 million to improve the school’s positioning to recruit and make it more viable makes the feat look even better.

Alumni involvement, specifically financially, isn’t likely to tail off anytime soon. That’s good news for any student looking to call Claflin home for the next four years and really for other HBCUs that are hoping to recruit students.

  1. FAMU, the highest-ranked HBCU in the country during 2015. The good news continues to roll in for Florida Agriculture and Mechanical University. Last week the school’s SGA President, Tonnette Graham, was named  chairwoman of the Florida Student Association.

Now this week FAMU President Elmira Mangum was awarded HBCU ‘President of the Year’ at the AARP HBCU Awards at Hampton University.

“Florida Agricultural and Mechanical University (FAMU) President Elmira Mangum, Ph.D., was awarded the prestigious Historically Black Colleges and Universities (HBCU) “Female President of the Year” Award presented by the HBCU Digest Friday night at the annual AARP HBCU Awards ceremony at Hampton University,” according to WCTV.tv.

Magnum’s presence has been good for the university. The article further states how well she’s been received and awarded this past year. In addition to receiving this award, she was also honored at the Onyx Awards, named  to the USDA Agricultural Policy Advisory Committee (APAC), and was placed on EBONY magazine’s list of 100 powerful people.

In conjunction with Magnum’s good news, FAMU was recently named  as the top HBCU in the nation by U.S. News and World Report. That’s a pretty big deal.

Recruiting students to these prestigious universities should be easy. The accomplishments of schools like FAMU, Dillard, and Claflin that attract news attention are good for all HBCUs because they lift the credibility, relevance and overall name recognition of the schools.

Check out all of our posts for HBCUs here.

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Matthew Lynch published in Ask An Expert, Policy & Reform

Study: U.S. teachers are absent too many days

A study from the National Council on Teacher Quality looked at teacher attendance for over 234,000 teachers in 40 districts during the 2012-13 school year.  Teachers in the U.S’s largest school districts missed an average of 11 days, and 16 percent of teachers missed 18 days or more.

Kate Walsh, president of the Washington think tank that advocates for teachers says, “Big city school districts are striving to improve student achievement, yet they seem to forget one of the most basic aspects of teacher effectiveness; teachers being on the job regularly, teaching kids.”

Nancy Waymack chimes in, “Teacher absences affect student achievement. No matter how engaging or talented they are, teachers can only have an impact if they are in the classroom.”

The cities with the lowest average absences include Milwaukee, Indianapolis, Louisville, Tampa and Washington, D.C.  The highest teacher absences occur in Columbus, Cleveland, Ohio, Nashville, Portland, Oregon and Jacksonville.

The study was based on a 186-day school year and did not factor in long-term absences for maternity or paternity leave or serious illnesses.

Absences also cost a lot of money. The 40 districts spent around $424 million to pay substitute teachers.

It was also noted that districts with formal policies to discourage teachers from missing school do not appear to have higher attendance rates over schools without policies in place.

I agree with Walsh and Waymack. Teachers need to make it a priority to be present in the classroom.  There are always occurrences where they may be absent a couple of days, but ultimately students need a teacher to be present consistently in order for students to reach their full potential.

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Matthew Lynch published in Policy & Reform

How Common Core levels the K-12 playing field

By Matthew Lynch

Inequality of resources and opportunities for American K-12 children runs rampant and effects every member of society. When children are not given basic access to the same education as their peers, the country cannot progress the way it should.  One way that access can be assured is through federally-encouraged programs like Common Core Standards.

Developed by state governors, Common Core Standards are about creating a baseline of knowledge and skills that translates across all states in the nation. It is NOT about forcing children to all study the same curriculum or to be expected to learn the exact same ways.

The Committee for Economic Development, or CED, has put together a great short video (just about 3 minutes long) that explains exactly WHAT Common Core is meant to achieve. It also delves into some of the misnomers that surround this hotly-debated educational initiative. Take a look:

There is a reason why an economic organization would be so supportive of Common Core initiatives. There is clearly a belief that Common Core WILL make a difference when it comes to our future workforce and that matters NOW — not in another 20 years when we realize that the previous generation of K-12 students was not adequately prepped for the global workforce. There are a lot of educators who support Common Core initiatives but I think its vastly important that supporting groups, like the CED, speak up to its merits as well. It truly does take a village to raise and educate our nation’s youth. That’s the only way our kids will be able to compete, and succeed, in the global job market.

You can read the rest of my commentary on the CED video series here. 

Check out:

Why the business community cares about Common Core Standards

A look at how strong educational standards help the U.S. economy

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Matthew Lynch published in EdTech & Innovation

Is Boston poised to be the ed-tech capital?

With its combination of Ivy League and prestigious tech schools, and some of the best K-12 systems in the country, Massachusetts is poised to be a leader in the much-anticipated educational-tech explosion that is expected in the next few years. An article in the Boston Globe highlights many of the reasons this area of the country is in a position to really make an impact on educational technology and its innovation.

So what will educational technology really look like as it evolves? In the case of Boston, traditional materials providers like Houghton Mifflin Harcourt and McGraw-Hill with a strong presence in the area will need to step up their own technology games if they want to stay in the conversation. The bright minds and innovators at the colleges and universities in the area will need to find ways to blend technological advances with important student privacy issues, without overstepping any legal confines. The technology targeted at children, after all, is much different from that targeted at adults and brings with it a whole host of privacy and legal issues.

Despite the potential pitfalls, I’m happy to see that educational tech is getting so much attention lately and that innovators are stepping up to the plate to improve K-12 and college classroom experiences. I expect great things out of the Boston area — perhaps it will become the Silicon Valley of education tech? — and hope that the strides made there impact the entire industry in the rest of the country.

What ed-tech advances would you like to see in the next 5 years? The next 10?

Read all of our posts about EdTech and Innovation by clicking here. 

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Matthew Lynch published in Ask An Expert, Matthew Lynch

Ask An Expert: School Systems and Business Models

Question: For over 20 years I have worked in the business sector, and I have always wondered what would happen if school districts operated more like businesses? Care to chime in, Dr. Lynch? Pamela A.

Answer: Pamela, I agree, education could be changed for the better if schools were to think of themselves as businesses and the students as the customers. In a business model, students might receive more one-on-one attention, making them feel more satisfied with the education they are receiving. If a child acquires the love of learning at a young age, he or she is more likely to reach higher levels of educational attainment.

In all good businesses, employees create and produce products based on the general needs and wants of the customer/consumer. If students are the customers, then the school curriculum should be created to meet their needs. The task of the employee is to manage and motivate the people they are supervising. Teachers will implement change in their classrooms by individualizing instruction to meet the general needs of their students.

Thinking of the students as customers reinforces the idea that the student is in full control of whether or not they pay attention or engage themselves in academic activities. Certainly, state laws require the majority of American students to attend school until they are 18 years of age. Sooner or later, truant students will be tracked down by the school attendance officer, who will inform parents that their child’s lack of attendance is against the law.

However, once the student is in school, there is absolutely no way for teachers to force the child to pay attention and fully engage in schoolwork. Part of the teacher’s profession is to find ways to motivate children by providing them with appealing learning activities. Also, schools have to accept the fact that in order to engage students and keep their attention, you must earn their respect and trust. Student learning is comparable to profits in a business. Student learning is what happens when the business of schooling is managed correctly.

In keeping with the business model, successful schools must realize that quality education is paramount. Administrators and the boards need to understand that educated students are not just products and schools are not just businesses; they are places to foster a love of learning and to create productive futures for American children and the country itself. That’s my take on the subject.

 

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Matthew Lynch published in Equity, Higher Education, Matthew Lynch

Diverse Conversations: Finding a Mentor

Mentorship is a huge part of professional success in higher education. If nothing else, having a solid mentor helps higher education professionals to develop valuable contacts and integrate themselves into their employer institution.

Finding a mentor, though, can be a tricky thing. Some people are naturally good at formulating mentor-mentee relationships. Others simply don’t know where to start.
To get some insight into how higher education professionals can go about finding the right mentor for their career goals, I sat down with Dr. John Caron, senior associate dean, Academic and Faculty Affairs at Northeastern University College of Professional Studies, who has made mentorship a key area of his professional focus.

Q: Starting with a fairly obvious but important question, tell me some of the key benefits of having a mentor in a higher education professional setting?

A: I’ve found that having someone you can reach out to when you need advice or talk through an issue you’re dealing with is immensely valuable when working in a higher education professional setting. Throughout the course of my professional life, which spans about 25 years, I’ve been fortunate to have had many mentors at different points and times during my career.

One of the most influential mentors to me was a former supervisor who became a mentor to me for seven or eight years. As a first generation college graduate, I found myself wanting to pursue a doctorate degree while working full-time and I was trying to figure out how to make that goal happen. My mentor had actually gotten her doctorate while working full-time, so she was great at helping me map out the pathway and more importantly instill the confidence in me to make this happen. I don’t think that I would have done it without her – she was a role-model because she not only achieved it herself, but showed me how I could do it.

Q: What sort of mentorship has played a role in your career? What have been some of the key highlights for you?

A: One key role my mentors have provided me with is helping me navigate new positions in higher education that required a different level of leadership. For example, as you take on positions of increasing responsibilities, the leadership skills that worked in previous positions may not work. My mentors were very helpful in giving me advice about how to develop skills I needed to be an effective leader.

Q: Mentor-mentee relationships can be immensely valuable but they can also emerge in various different forms. What importance should higher education professionals place on finding a mentor who aligns to their professional goals? Is it important to choose a mentor who has, say, specific experience in the academic field you are targeting?

A: It definitely helps to have a mentor who aligns with your professional goals, but I’ve found that it’s not critical to choose a mentor with specific experience in the field you are targeting.

That being said, choosing a mentor in the field you are currently in or would like to pursue does help because he or she can help you prepare your CV properly, introduce you to key people and contacts and explain nuances of the field such as language, culture, expectations, etc. One of my mentors was in the same field as I am (higher education), so she knew about the experiences I was having and she could relate. There was a moment, however, when I decided to leave higher education and pursue an opportunity in the private sector. I asked my mentor what she thought about the move. She couldn’t really advise me about the private sector because she had always worked in higher education. She told me not to be risk averse and follow my instincts. If the fit wasn’t right for me, the experience would be valuable if I returned to higher education. It turned out that she was right. I use the insights I gained from my experience working in the private industry every day.

Q: Considering an example, if the goal was to transition from teaching to an administrative position, what type of mentor should a person seek out?

A: I would suggest that person seek someone who has made the transition herself or himself and can help that person navigate the differences and challenges.

Q: How do people in academia actually go about finding a mentor?

A: Some people find a mentor by working closely with someone and this can happen in a variety of ways such as through a faculty or teaching assistant relationship, a former supervisor, collaborating on a research endeavor or grant opportunity, or asking a professor to read an article and provide feedback and suggestions. I have found two of my most influential mentors by working closely with someone – they were former supervisors of mine.

My first supervisor and I became friends through work and then colleagues after I moved on from that job, yet we managed to stay in touch. A lot of advice was actually given to me on the tennis court because we both liked to play tennis. We would also see each other at conferences, make a point to have breakfast together or lunch, and I would just call her up when I needed to talk to her. I think that goes to an important point that having a mentor requires some work – you have to cultivate the relationship and you need to stay in touch. It doesn’t really work if you go two to three years without talking to each other; it really works best if you stay in touch on a regular basis.

This person mentored me for seven to eight years, but unfortunately passed away about 10 years ago. After that there was a long time when I didn’t have a mentor. I started to realize that something was missing – like my compass wasn’t working – and someone pointed out that I hadn’t had a mentor in about five years, and suggested I find another. I ended up getting a job at Brown University and my current supervisor at the time evolved into a mentor/friendship relationship.

I’ve found my mentors through close professional relationships, but for others it can also happen by chance. Conferences are a great way to meet colleagues and professionals. Additionally, if you are presenting at a conference, you may be approached by someone who has feedback on your topic of expertise, and an initial conversation can flourish into a mentorship.

Q: What are some of the best resources for finding a mentor?

A: I would start by looking beyond the obvious. If you’re only looking within your department to find a mentor, expand your search. Consider groups and organizations you’re a member of, or even reach out to individuals you are affiliated with through LinkedIn. You can approach someone in a leadership role in your organization to see if he or she can help you find a mentor, especially if you are looking to grow in a specific area within your organization or would like guidance in your field or even in another field you are interested in pursuing.

I believe finding a mentor is more often an individual experience; you need to be willing and able to seek out a mentor. No one is going to walk up to you and kindly offer to be your mentor. Therefore, it’s important that you take initiative to seek out the help and guidance that you need.

Right now I’m working with a consultant and over time I’ve found that he’s really become more of a mentor to me. I can imagine that when our consulting relationship ends, I will continue to seek him out as a mentor because we’ve just clicked. And that brings me to an important point: you know when you’ve found the right person when you both click. And if you find that you don’t have that click you should keep looking because sometimes it doesn’t work out.

Q: Have you found that some institutions actively cultivate mentorship and if so, how? What are some of the more effective strategies?

A: I have heard or have worked at companies or institutions in a consulting role where they have programs in place where you can request to shadow someone in a different department, or you can be paired with someone at a senior level to talk about career advice and aspirations.

Colleges and universities or companies that are intentional about this, especially for entry-level and even sometimes mid-level employees, can create a structure or pathway for their employees that can be enormously helpful.

Q: What advice would you give about utilizing a mentor relationship? What are some of the best ways to make use of this type of relationship in higher education?

A: It’s great if you can find a mentor who you trust and who stays with you throughout your professional career. Some people have more than one mentor, like I’ve had, to help them navigate different aspects of their personal and professional life.

I would suggest that once someone finds his or her mentor that they be flexible with that person; because many mentors are executives, they are by nature, very busy.

I would also recommend to be grateful. Your mentor is giving his or her time to you in exchange for the pleasure of watching your career unfold. He or she has no ulterior motive, make this person glad he or she signed on. Don’t just reach out to your mentor when things are not going well. Share your positive stories with your mentor as well.

For the most part, a good mentor knows you really well and that person will be honest and supportive. I trusted the feedback that one of my mentors gave me because she could give it to me in a way I could hear it. It was honest but supportive, but wasn’t harsh. It allowed me to reflect on our conversation and really contemplate her advice and recommendations.

And if you don’t find someone that you click with, keep looking. Eventually you will find someone that you not only click with, but who will offer you invaluable advice and guidance through hopefully many different career paths and changes as you navigate higher education. And as your relationship grows, you might even find that your roles may reverse and that you will become a mentor to that person!

My thanks to Dr. Caron. This concludes our interview.

 

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Matthew Lynch published in Equity, Matthew Lynch, Policy & Reform

Single-Sex Classrooms Making a Comeback for All the Wrong Reasons

There is a debate about equity in education that extends beyond zip codes, race and socioeconomic status and cuts right to the heart of something predetermined: sex. The controversy over whether or not single-sex schooling models actually make an academic difference is one that has raged for the better half of a century. Early reasons for separating young men and young women in their studies were simple enough – there was a cultural belief that removing the distraction of the opposite sex would lead to greater focus and higher academic gains. As the country moved away from the “separate but equal” mentality in all facets of life, the virtues of single-sex schooling faded too. In some eyes, separating young women and young men was not just pointless but was sexist.

The back-and-forth over single-sex schooling never completely faded from the educational landscape, though, and neither did all-girls or all-boys schools. In recent years, it seems that the argument FOR single-sex schooling is making a comeback for many of the same reasons it was born in the first place. Around 500 public schools in the U.S. now offer some form of all-girls or all-boys schooling, either in entirety or in individual classrooms. It is a fact that young women, even those who show strong propensities toward STEM topics, lose interest in math, science and affiliated fields around middle school. This is also a sensitive age where young women traditionally start to put more stock in what the opposite sex thinks about them. This is enough to make some people like former New York City mayoral hopeful

Christine Quinn spearhead campaigns to open public magnet middle schools for girls where they can pursue STEM topics without a loss of self-confidence around men.
But is the loss of interest in traditionally non-glamorous topics like engineering, science and math really related to the presence of the opposite sex? It seems that would be a simple answer but of course, nothing simple can ever be accepted at face value. This idea that young women are dropping non-feminine topics at an impressionable age because of the opposite sex is flawed.

It is possible that outside factors like parental influence weigh on what a young woman pursues as she gets older. This can be a direct effect when a parent steers a child in a certain direction, or it can be the indirect effect of seeing the roles a mother and father play in their own homes. If father is an engineer, and mother is a preschool teacher, it is possible that a young woman will relate more fully to her mother’s path, even if she has an interest like dad in engineering topics. A preschool teacher is a noble career, of course, but one that is also dominated by females. In 2011, only 2.3 percent of U.S. preschool teachers were male. In this example case, even a young woman who attends an all-girls STEM school may end up taking the young childhood education path for reasons that have nothing to do with her feelings about the opposite sex.

And what about LGBT students? The number of K-12 students who identify themselves as non-heterosexual in one way or another is rising. One of the arguments for single-sex schooling is that it takes away the tingly, budding attraction emotions in young people but it becomes irrelevant if a student has no interest in the opposite sex anyway.

The American Civil Liberties Union has even come out against single-sex schools, particularly in cases where those schools are public ones, in its “Teach Kids, Not Stereotypes” campaign. The ACLU believes that separating young women and young men is a slippery slope and one that could inadvertently bring unfair outcomes to the students. It seems that there must be a better way to encourage young women, and men, in their academic studies without implementing the archaic practice of total separation in classrooms.

Are you in favor of, or against, single-sex schooling models?

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