Emotional Intelligence (EI) in leaders enhances thoughtful choices and unselfishness in their followers. As a result, leaders who are able to identify and manage their emotions and those of others develop sincerity and helpfulness among their followers. The expression of emotions is a vital component of charismatic leadership, and is linked to the leader’s ability to inspire and motivate followers through the emotional contagion process; that is, shared feelings encourage cooperation among everyone involved.
It has also been shown that the expression of positive emotions has a positive impact on groups. However, there is a lack of research on how leaders express negative emotions such as disapproval, anger, and disappointment, and how this expression affects group performance. One practical suggestion is that skilled and controlled expression of so-called negative emotions is important for leaders, so as to avoid decreasing workers’ motivation, or building up resentment and resistance.
Since practiced emotional expressiveness is necessary, effective expression of the leader’s negative emotions requires skills in expression, emotional control, and emotional sensitivity so as to gauge how these negative emotions are received by followers. There has recently been considerable interest in the role of emotional sensitivity, which is the ability to “decode” emotions in the work setting. In some of the research studies, measures of emotional decoding skills have been used as a substitute for emotional intelligence. Other studies have examined the notion of emotional “eavesdropping,” where leaders decode followers’ emotions even when they are not intending to convey them directly. Emotional eavesdropping involves an acute awareness of follower’s body language, tone of voice, and other unspoken indicators to understand their true feelings.
The reason there has been so much interest in emotional decoding is that there are a number of measures available for researchers to study. Also, it makes sense to study the ability to “read” others’ emotions in the workplace. Although effective leaders must possess good skills in emotional control, especially during crises, individuals who are particularly good at controlling and masking their emotional expressions usually seem distant and aloof.
Any imbalance in the possession of emotional and social skills is linked to poorer psychosocial adjustment in teams and, therefore, to poor leadership. In summary, we find that, across most of the research, emotional intelligence improves effectiveness in organizational settings. Effective leaders must make serious efforts to detect, analyze, and understand the feelings of their followers. As a part of this effort, leaders must also be careful of how they express their own emotions to their staff. A thoughtful leader will listen to their followers concerns, and speak with care and conviction about their own.
The University of Central Florida may not immediately be associated with being the premier institution of higher education in its state, but that’s all part of its underdog appeal.
In the past two decades, the University of Central Florida has tripled its enrollment numbers to 63,000 students this fall, quietly becoming the largest undergraduate institution in the country. UCF has one of the most diverse college campuses, too. With community college partnerships, UCF boasts a thriving first-generation college alumni and is also expected to reach Hispanic Serving Institution status (at least 25 percent of the student population of Hispanic heritage) in the next few years.
Overall, UCF has a racial/ethnic minority enrollment of around 45 percent. I spoke with UCF’s Chief Diversity Officer Karen Morrison about the great strides this rapidly growing public university is making in the state of Florida, and beyond.
Question: How does being in a metropolitan setting influence diversity?
Answer: At UCF we like to talk about being “of the community” not just “in the community.” Orlando is very diverse and one of the fastest growing metropolitan areas in the U.S. That growing, changing community contributes to UCF’s diversity and effort to build an inclusive culture.
Q: How is UCF finding ways to make college affordable for minorities and other under-served populations?
A: We continue to hold our tuition and fees at very affordable rates and are listed in US News and World Report’s Top 50 most affordable in the nation. We have regional campuses that allow working students to pursue degrees in their own communities.
Q: How hard does the university work to bring in diverse populations?
A: UCF has grown to the largest undergraduate institution in the country by making college affordable, accessible and a rewarding experience. We have grown our student services for under-represented populations and developed pipeline programs in local schools to encourage minority students to pursue college and professional careers. We have a Veterans Resource Center, LGBTQ+ Center, Multicultural Academic Support program, and many other initiatives to help students achieve their collegiate goals.
Q: What minority mentorship programs are in place at UCF?
A: There are many – some are college based, some offered by the Student Development and Enrollment Services Division, and one offered by our office called Legacy. Here are a few of those programs and their descriptions:
First Generation Program – This program assist first generation students by providing guidance and resources to promote their self-esteem, confidence and academic achievement at the University.
Brother to Brother Program – B2B is intended to increase the retention and graduation rates of multicultural and first generation males at UCF. Workshops, rap-sessions and social events are planned in order to help this population become academically successful.
Multicultural Transfer Program – Multicultural Transfer Students with a healthy entry to university life, where they can take advantage of opportunities to network and learn strategies that will help alleviate the cultural stress of acclimating to a new environment.
Knight Alliance Network – Provides Foster Care alumni students with a healthy transition to become successful students here at UCF. This program will demystify the college experience, assist you with navigating through the university landscape, and help you prepare to succeed here at UCF and anywhere thereafter.
College Prep Day – College Prep Day is a day dedicated to helping Multicultural and/or First Generation students better understand the steps necessary for admission into a college or university.
Q: Talk about the importance of diverse faculty members at UCF.
A: Under our new Provost we have established programs to specifically recruit minority faculty and we have just instituted a cluster faculty program that encourages interdisciplinary teams and hires. Last year UCF hired some 200 faculty and we are working to hire another 200 this year. The Provost’s office offers hiring incentives by paying the first few years’ costs of a minority faculty hire.
I’d like to thank Ms. Morrison for her time and for giving more insight on the ways diversity is helping the lives of students and faculty at the University of Central Florida. I look forward to the many great things this university will continue to do in coming years.
One of the biggest trends affecting education across the country is the migration of bullying to digital media, which is commonly referred to as cyberbullying. About 7 percent of students in grades 6-12 experience cyberbullying each year, according to theNational Center for Education Statistics. Unlike traditional bullying, cyberbullying is much harder for educators to detect and address. The perpetrators are often able to maintain anonymity, and much of the cyberbullying activity occurs outside of school.
Like traditional bullying, there are warning signs for teachers to watch for in their students. These signs can help you identify a victim or a cyberbully and step into the situation. Cyberbullying can be quite harmful to the well-being of students if it goes unchecked. In addition, the negative effects on students can severely damage your ability to manage the classroom.
Emotional Signs of Cyberbullying
Emotional changes in a student might be hard to see, but they are often some of the most severe signs. These signals show that cyberbullying has really had an emotional impact on a student.
1. Becomes a Loner
Cyberbullying victims often take every opportunity to keep to themselves. They refrain from being in groups and take steps to isolate themselves. For typically outgoing students, this will be an obvious change.
2. Mood Swings
You may witness a victim have emotional outbursts and mood swings. A situation may go from very calm to contentious quite quickly. This can occur both in a group setting and on an individual level.
3. Increased Stress
A student struggling to manage stress could be a cyberbullying victim. You may notice this during normally stressful times or in situations where the student wouldn’t normally be stressed.
4. Displays Aggressive Behavior
Lashing out aggressively is common among cyberbullying victims. This is especially true among students who are not usually aggressive. They may show aggression against peers or even educators during any situation.
5. Displays Symptoms of Depression
One of the severe effects of cyberbullying is depression. Among youth, depression may manifest as constant sadness, restlessness, a lack of enthusiasm, chronic fatigue and other symptoms. If teachers witness a student with symptoms of depression, they should immediately contact a guidance counselor and the parents. Untreated depression can have very negative effects on a student.
Academic Signs of Cyberbullying
Teachers are in the best position to identify the reasons behind a student falling behind academically. Victims of cyberbullying can take steps backward in the classroom just like in other aspects of their life. Here are a few academic-related clues that cyberbullying may be taking place.
6. Doesn’t Attend School
Teachers may see students miss school more frequently. If a student begins missing significant time, contact a parent to better understand the reason. This is a good time to get clues on whether something else is afoot.
7. Work Ethic Drops
Maybe a student stops turning in homework or submits incomplete assignments. Victims of cyberbullying may stop contributing in class regularly. This is especially true of often-successful students who are struggling with a cyberbullying situation.
8. Skips Class
Cutting class is never acceptable, but some students may try to avoid interacting in class by skipping it altogether. This may be to avoid the cyberbully or just to act out.
9. Loses Interest in School
Cyberbullying can turn a once-star student into someone less excited about school. If students who are regularly involved in the classroom begin to care less, they may be suffering from cyberbullying.
10. Grades Drop
The overall grades of victims of cyberbullying often drop. This may include performing poorly on tests, missing assignments and struggling in group projects. A sudden drop in grades may be a cry for help from a victim truly struggling.
Social Signs of Cyberbullying
Cyberbullying can have a tremendous impact on how students relate to their peers socially. Cyberbullies typically attack someone they know well. Students may stop trusting their usual social group and withdraw. Here are a few specific examples.
11. Stops Participating in Social Activities
A student who is on a team or in an after-school club may stop participating because of cyberbullying. Teachers who notice a previously involved student suddenly lose interest in extracurricular activities may want to explore what’s wrong and move from there.
12. Stops Eating or Sleeping
This may be harder for teachers to notice, but students struggling with cyberbullying often sleep and eat less. This will be evident during lunchtime or if a student falls asleep during class.
13. Hurts Self
Self-harming is not uncommon for victims of cyberbullying. While a teacher may not quickly notice this, they may notice a student wearing different clothing or trying to hide signs of self-harm. Friends of the student may also provide clues to potential self-harming.
14. Changes in Friends
Students who suffer from cyberbullying may switch their group of friends completely. This could be a sign that the cyberbully is someone close to them or that their feelings of self-worth have changed.
Understanding Cyberbullying
The increasing use of digital communication by young people is driving the rise in cyberbullying. Teachers must develop a strong understanding of cyberbullying and other issues affecting education. The online graduate education degreesat Campbellsville University can help you advance your career by gaining the knowledge and credentials you need. Learn more about taking the next step in your education career today.
**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 column by Anita Ginsburg
Effective leadership is a combination of personality, skills and attitude. Although personality and people skills are important, leadership is primarily about attitude, values and experience. Students who develop strong personal values and positive attitudes become natural leaders because other people are moved by them.
Teaching Leadership Values
It is important to understand what real leadership is. A leader isn’t necessarily the boss or simply a person in power or a high-ranking position. True leadership is the ability to inspire others to take positive actions or make changes that they otherwise would not. The power of true leadership doesn’t come from authority. Rather, it comes from personal values the leader displays. The greatest leadership values are perseverance, commitment, excellence, a positive attitude and the ability to overcome adverse situations. Leaders see challenges instead of obstacles. They are always striving to move ahead and do their best, and they never give up on what they know is right.
Providing Broad Life and Community Experience
The more knowledge and experience a person has, the more they will be able to make smart decisions and examine differing viewpoints. The ability to show empathy and wisdom is another hallmark of great leaders. Great leaders tend to understand and respect the differences between people and discover ways to get people working together.
Discovering Interests and Passions
Most great leaders are driven by a passion for something. They are then able to ignite that passion in others who follow them. It is important for any student to find that special thing that drives them and piques their interest. Students often find their passions unexpectedly as they are introduced to new concepts or ideas. It is important to encourage students to explore and step outside of their comfort zones where they might find something they are passionate about.
Making the Right Social Connections
Few, if any, great leaders operated alone. Great achievements are often group efforts. Students that are able to make the right positive connections with both peers and role models are likely to be on the path toward success and leadership. It is important to encourage students to seek out people that will support them and help them grow and learn and to avoid people that pull them down or who don’t care about them.
Encouraging a Quality Educational Experience
A quality education gives young people the skills and information they need to be successful. This is especially true in terms of higher education. For example, a master’s of public policy online can provide students with all of the opportunities and values that help develop leadership. Students entering college may not know exactly what ignites their passions and they may not have all the right social connections. Mostly likely those students are still trying to gain quality experience and may be stepping far outside their comfort zones for the first time. The right college environment allows them to gain the experience, connections and skills they need to become the powerful and influential leaders of tomorrow.
Overall, being a good example of an effective leader and providing students with resources can help inspire them to be more influential leaders themselves.
Oakland, Calif. — Oct. 12, 2016 — With Build English Fast™, neuroscience-designed software from Scientific Learning Corp. (OTC PINK:SCIL), K-12 schools are taking advantage of the latest research on how the brain learns and the latest technology to accelerate English language acquisition for English language learners (ELLs). Of course, students who are not familiar with English idioms, cultural references, and vocabulary may need extra support when learning the language. To help teachers provide targeted support, Scientific Learning has released the Build English Fast Offline Resources for English Learners.
Offline Resources
The Build English Fast solution is a combination ofFast ForWord®, the top-ranked intervention for English language development on What Works Clearinghouse™, and Reading Assistant™, which uses speech recognition technology to listen to ELLs as they read aloud. Unlike other interventions, this combination addresses three critical steps for English language proficiency: preparing the brain to “hear” the sounds of English; providing intensive practice in English vocabulary, grammar and reading skills; and giving students the opportunity to practice speaking and reading aloud with real-time corrective feedback.
With the new offline resources, teachers now have another tool to help move ELLs to proficiency. The core of the resources are individual, leveled lessons that supplement the Fast ForWord and Reading Assistant programs. The lessons are based on the SIOP® Model, with added differentiation for the Fast ForWord exercises. Many of the lessons provide writing tasks, including work with graphic organizers and flash cards to support vocabulary development. While each lesson is written for a 10- to 30-minute mini-lesson or class session, teachers can adapt them as needed to meet students’ or scheduling needs.
In addition to ELLs, the offline resources can be used with any Fast ForWord or Reading Assistant student who might benefit from extra practice, including students who are new to the programs, students needing extra support to advance more quickly, or students being considered for or receiving special education services.
Child hunger is a serious problem: 48 million Americans, including more than 15 million children, live in households that lack the means to get enough nutritious food on a regular basis. In large cities, about 25 percent of households with children do not have sufficient food.
The federally funded National School Breakfast Program has long sought to improve these numbers, by providing a free or low-cost breakfast for students in participating schools. In addition to reducing food insecurity, the program has been found to improve students’ health and nutritional intake as well as their academic achievement.
Even though school breakfast is affordable (or free), meets federal nutrition guidelines and has the potential to benefit children in multiple ways, participation in the School Breakfast Program is surprisingly low. Nationally, only about half of eligible students participating in the School Lunch Program take breakfast.
In fact, in New York City, less than a third of all students take a breakfast each day. This is particularly surprising because breakfast has been offered free to all students since September 2003.
So why are the numbers taking advantage of free breakfast so low? What difference might it make if they were higher?
Why don’t kids eat free breakfast?
There are several reasons that participation in the School Breakfast Program is low.
First, breakfast is offered in the cafeteria before school hours, and many students are unable to arrive to school early, because of transportation or family commitments. Second, children may not be aware that breakfast is served in the cafeteria before school. Finally, children are often unwilling because of the stigma associated with a trip to the cafeteria for a free breakfast.
Introduced more than a decade ago, Breakfast in the Classroom (BIC) has been adopted in many school districts as part of the school day. Breakfast is offered free to all students in their classroom at the start of the day, rather than providing it in the cafeteria before the bell. Cities such as Los Angeles, Dallas, Detroit, Cincinnati and Newark show high rates of participation.
Here is how it works
Breakfast in the Classroom is given during the first 10-20 minutes of the school day. It typically includes cold, packaged items (such as cereal, bagels, yogurt and fresh fruit). In some schools, breakfast is offered on mobile carts as students walk in the door (“Grab-n-Go”), or as a “Second Chance” breakfast, between the first and second periods of middle or high school.
New York City began rolling out Breakfast in the Classroom in 2007. According to the Department of Education, the program is now offered in nearly 500 of the city’s 1,700 schools. The city serves over 30,000 classroom breakfasts each day. Beginning this year, it is expanding the program to all elementary schools. And there are plans to extend the program to all schools in the district.
Advocates for the program argue that in addition to reducing hunger and food insecurity, moving breakfast from the cafeteria into the classroom will, in turn, improve school attendance and academic performance. Some also argue it will improve student engagement by building a sense of community around eating breakfast together, and provide an opportunity to integrate nutrition and healthy eating habits into the curriculum.
However, critics have raised concerns that Breakfast in the Classroom could contribute to weight gain, as some children consume more calories by eating two breakfasts – one at home and one at school. Or that the program could take away from instructional time at the start of the school day.
What does evidence show?
Our research looked at the early effects of New York City’s Breakfast in the Classroom program. We examined the program’s effects on school breakfast participation, student weight outcomes including body mass index (BMI) and obesity, as well as academic outcomes. We tracked data on student weight and academic achievement at different points of time, to compare students in schools that did and did not adopt the program.
Our sample included students in over 1,100 NYC public elementary and middle schools between the 2006-07 and 2011-12 school years (of which about 300 offered Breakfast in the Classroom at the time of our study).
To begin with, we found that serving breakfast in classroom substantially increased school breakfast participation. For example, in schools offering breakfast in classroom in 25 percent or more of classrooms but not schoolwide, the participation rate nearly doubled. The increase was even higher – about two-and-a-half times – for schools offering the program schoolwide.
Importantly, we found no evidence that Breakfast in the Classroom led to student weight gain. We found no impact on BMI or the incidence of obesity. We also found no evidence that breakfast in the classroom reduced academic performance, as measured by achievement on reading and math standardized tests for students in grades three through eight.
Serve breakfast in classrooms
Our study suggests that the program certainly did no harm by taking away from instructional time or increasing student weight.
Taken together, our results show serving breakfast in the classroom increased participation in school breakfast even when free breakfast was being served in the school cafeteria.
Our work also shows critics’ fears that the Breakfast in the Classroom program will cause weight gain and reduce academic performance due to a loss of instructional time are largely unwarranted. There is no reason, therefore, not to expand Breakfast in the Classroom.
Demand for innovation is at an all-time high. Innovation is now recognized as being key to economic growth strategies in the United States, Canada and countries in the European Union.
As a result, there is an increased need to understand what drives innovation. Certainly traditional research and development, funded by both the private and public sectors, continues to remain a primary source of new ideas and products. But innovation demands innovators.
So where do innovators come from? And how do they acquire their skills?
One place – perhaps among the best – is college. Over the past seven years, my research has explored the influence of college on preparing students with the capacity, desire and intention to innovate.
In this time we’ve learned that many academic and social experiences matter quite a bit; grades, however, do not matter as much.
What influences student innovation?
Our ongoing research, an example of which can be found here, has surveyed over 10,000 full-time undergraduate and graduate students in four countries – the United States, Canada, Germany and Qatar.
Our sample includes a wide diversity of students: those in fields of study often associated with innovation and entrepreneurship (e.g., business, engineering) as well as more traditional majors (e.g., arts, humanities, education); those from differing races/ethnicities and gender identifications; those from different socioeconomic and political backgrounds; and those from families that already include, or do not include, entrepreneurs.
To learn more, we asked students about their innovation intentions and capacities, their higher education experiences, and their background characteristics. We also administered a “personality inventory” to address the question of whether innovators are born or made.
We conducted a series of statistical analyses that allowed us to isolate the influence of any one individual attribute (e.g., classroom experiences, GPA, personality, gender, etc.) on our innovation outcomes.
Here is what our analyses have revealed so far:
Classroom practices make a difference: students who indicated that their college assessments encouraged problem-solving and argument development were more likely to want to innovate. Such an assessment frequently involves evaluating students in their abilities to create and answer their own questions; to develop case studies based on readings as opposed to responding to hypothetical cases; and/or to make and defend arguments. Creating a classroom conducive to innovation was particularly important for undergraduate students when compared to graduate students.
Faculty matters – a lot: students who formed a close relationship with a faculty member or had meaningful interactions (i.e., experiences that had a positive influence on one’s personal growth, attitudes and values) with faculty outside of class demonstrated a higher likelihood to be innovative. When a faculty member is able to serve as a mentor and sounding board for student ideas, exciting innovations may follow.
Interestingly, we saw the influence of faculty on innovation outcomes in our analyses even after accounting for a student’s field of study, suggesting that promoting innovation can happen across disciplines and curricula. Additionally, when we ran our statistical models using a sample of students from outside the United States, we found that faculty relationships were still very important. So, getting to know a faculty member might be a key factor for promoting innovation among college students, regardless of where the education takes place or how it is delivered.
Peer networking is effective: outside the classroom, students who connected course learning with social issues and career plans were also more innovative. For example, students who initiated informal discussions about how to combine the ideas they were learning in their classes to solve common problems and address global concerns were the ones who most likely recognized opportunities for creating new businesses or nonprofit social ventures.
Being innovative was consistently associated with the college providing students with space and opportunities for networking, even after considering personality type, such as being extroverted.
Networking remained salient when we analyzed a sample of graduate students – in this instance, those pursuing M.B.A. degrees in the United States. We take these findings as a positive indication that students are spending their “out-of-class” time learning to recognize opportunities and discussing new ideas with peers.
Who are the innovators?
On the basis of our findings, we believe that colleges might be uniquely positioned to cultivate a new generation of diverse innovators.
Counter to the Thiel Fellowship, an initiative that pays individuals to step out of college in order to become entrepreneurs, our work supports efforts by colleges and universities to combine classroom learning with entrepreneurial opportunities and to integrate education with innovation.
One of our most interesting findings was that as GPAs went down, innovation tended to go up. Even after considering a student’s major, personality traits and features of the learning environment, students with lower GPAs reported innovation intentions that were, on average, greater than their higher-GPA counterparts.
In short: GPA was associated with innovation, but maybe not in the direction you’d think.
From our findings, we speculate that this relationship may have to do with what innovators prioritize in their college environment: taking on new challenges, developing strategies in response to new opportunities and brainstorming new ideas with classmates.
Time spent in these areas might really benefit innovation, but not necessarily GPA.
Additionally, findings elsewhere strongly suggest that innovators tend to be intrinsically motivated – that is, they are interested in engaging pursuits that are personally meaningful, but might not be immediately rewarded by others.
We see this work as confirmation of our findings – grades, by their very nature, tend to reflect the abilities of individuals motivated by receiving external validation for the quality of their efforts.
Perhaps, for these reasons, the head of people operations at Google has noted:
GPAs are worthless as a criteria for hiring.
Somewhat troubling, though in line with concerns that plague the entrepreneurship community, women were less likely to demonstrate innovation intentions than men, all else being equal.
This is a problem, especially given jarring statistics that venture capitalists are funding males – specifically white males – more than any other group.
Such findings also speak to the need for higher education to intervene and actively introduce the broadest range of individuals to educational experiences and environments that spur the generation and implementation of new ideas. Fresh and creative ideas, after all, are not restricted to any one gender, race or family background.
As we say in our forthcoming paper’s finding on gender:
Imagine the explosion of new processes and products that would emerge in a world where half the population was socialized to believe that it could and should innovate.
In the United States, public support of the lesbian, gay, bisexual and transgender (LGBT) community has increased in recent years. These changes are associated with increased visibility of openly gay characters on television, the repeal of “don’t ask, don’t tell” and the Supreme Court decision that legalized same-sex marriage.
For every highly publicized act of violence toward sexual minorities, such as the recent mass shooting at a gay nightclub in Orlando, there are many more physical and verbal assaults, attempted assaults, acts of property damage or intimidations which are never reported to authorities, let alone publicized by the media.
What spurs on these acts of violence? Can we do anything to prevent them? Fortunately, an extensive body of social science research exists that identifies perpetrators’ motivations and suggests ways we can reduce the likelihood of these acts of aggression toward sexual minorities.
Anti-LGBT bias feels normal if everyone around you seems to support it. Maxim Shemetov/Reuters
Reinforcing the roots of antigay bias
Prejudice toward sexual minorities is rooted in what psychologists call sexual stigma. This is an attitude that reflects “the negative regard, inferior status and relative powerlessness that society collectively accords to any nonheterosexual behavior, identity, relationship or community.”
Sexual stigma exists and operates at both individual and society-wide levels.
At the societal level, sexual stigma is referred to as heterosexism. The conviction that heterosexuals and their behaviors and relationships are superior to those of sexual minorities is built into various social ideologies and institutions – including religion, language, laws and norms about gender roles. For example, religious views that homosexual behavior is immoral support heteronormative norms, which ultimately stigmatize sexual minorities.
On an individual level, heterosexuals can internalize sexual stigma as sexual prejudice. They buy into what they see around them in their culture that indicates sexual minorities are inferior. Consider the Defense of Marriage Act. This legislation, which defined marriage as a union between one man and one woman, denied homosexuals the rights held by heterosexuals. Heterosexuals can incorporate that stigmatizing view into their own belief system.
Sexual minorities themselves can internalize sexual stigma, too – a process called self-stigma. Aligning their own self-concept with society’s negative regard for homosexuality results in myriad negative health outcomes.
The heterosexism of our society and the sexual prejudice of individuals are interrelated, reinforcing each other. When cultural ideologies and institutions espouse heterosexism, they provide the basis for individuals’ sexual prejudice – and perpetration of violence based on it. Conversely, researchers theorize that pro-gay attitudes reduce heterosexism that exists within these same institutions.
Beyond prejudice: a masculinity problem
Many people believe that antigay violence is caused by prejudice. To a certain extent, they’re correct. But when we back up and think about this aggression within the framework of sexual stigma, we can see that the causes of antigay violence run deeper and are more complex than a simple “prejudice” explanation.
Perpetrators of anti-LGBT aggression may or may not hold prejudiced attitudes, but they carry out their violence within a heterosexist society that implicitly sanctions it. It’s these society-level heterosexist attitudes that provide the foundation for three well-established motivations and risk factors for aggression toward sexual minorities.
Heterosexual masculinity is a fundamental factor that starts to explain anti-LGBT violence. To be masculine, one must be heterosexual, so the thinking goes. The logic continues that any man who’s not heterosexual is therefore feminine. In essence, a man’s aggression toward sexual minorities serves to enforce traditional gender norms and demonstrate his own heterosexual masculinity to other men.
The first is adherence to norms about status – the belief that men must gain the respect of others. The status norm reflects the view that men should sit atop the social hierarchy, be successful, and garner respect and admiration from others.
The second is a strong conviction in antifemininity – that is, believing men should not engage in stereotypically feminine activities. Men who endorse this norm would not engage in behaviors that are “traditionally” reserved for women – for instance, showing vulnerable emotions, wearing makeup or working in childcare.
Other norms can also lead to violence under certain circumstances. For instance, recent data indicate that alcohol intoxication may trigger thoughts that men need to be tough and aggressive. Being drunk and having toughness in mind may influence men to act in line with this version of masculinity and attack gay men.
In the most common aggression scenario, an assailant is in a group when he becomes violent toward a member of a sexual minority. The attacker has the support of his group, which can act as a motivator. Indeed, the male peer group is the ideal context for proving one’s masculinity via aggression because other males are present to witness the macho display.
Studies also indicate that perpetrators of hate crimes, including violence toward sexual minorities, seek to alleviate boredom and have fun – termed thrill-seeking. It’s important to note that for thrill-seeking assailants, the selection of sexual minority targets is not random. Given that sexual stigma devalues homosexuality, it sanctions these perpetrators’ strategic choice of a socially devalued target.
Translating motivations into violence
How does a given perpetrator get to the point where he decides to attack a sexual minority? Research suggests it’s a long process.
Through personal experience and from social institutions, people learn that LGBT people are “threats” and heterosexuals are “normal.” For example, throughout adolescence, boys consistently have it drilled into them by peers that they need to be masculine and antifeminine. So when a young boy teases a gay person, verbally intimidates that person or hits him, he gets positive reinforcement from his peers.
As a result of these processes, we learn over time to almost automatically view sexual minorities with lower social regard and as a threatening group.
Recent research suggests two types of threats – realistic and symbolic – may lead to sexual prejudice and a heightened risk for anti-LGBT aggression. It doesn’t matter whether an actual threat exists – it’s one’s perception of threat that is critical.
A group experiences realistic threat when it perceives sexual minorities as threats to its existence, political and economic power or physical well-being. For example, heterosexuals may fear that pro-gay policies such as the legalization of same-sex marriage will make it harder to advance their own alternative political agendas. In this way, they should perceive a gay man as a direct threat to their own political power.
Symbolic threat reflects a heterosexual’s perception that sexual minorities’ beliefs, attitudes, morals, standards and values will lead to unwanted changes in his or her own worldview. For instance, a highly religious heterosexual may fear that a same-sex relationship or marriage poses a threat to his or her own values and beliefs.
Getting to know LGBT people can decrease heterosexuals’ prejudice. Francois Lenoir/Reuters
Can we prevent anti-LGBT violence?
Sexual stigma may be reduced by targeting the processes that lead to sexual prejudice. For example, studies indicate that heterosexuals who have a close relationship with an LGBT individual report lower levels of sexual prejudice. That’s probably because positive feelings regarding the friend are generalized to all sexual minorities.
These kinds of experiences may help lessen heterosexism within various social contexts. But given the widespread nature of bias-motivated aggression and the ubiquity of heterosexism, these individual-level approaches are likely insufficient on their own.
If we’re serious about tackling the public health issue of anti-LGBT violence, we need to try to reduce heterosexism at the societal level. Succeeding at that should lead to corresponding reductions in sexual prejudice and antigay violence.
There are a few prongs to a societal level approach. Changing public policies – things like hate crime legislation, repealing “don’t ask, don’t tell,” legalizing same-sex marriage – can work to reduce heterosexism. Likewise, positive portrayals of sexual minorities in the media and popular culture can contribute to changing views. Social norms interventions that work to correct misperceptions of LGBT people can help, too.
Ask any teacher why they chose a career in education, and chances are they will tell you that they have a passion for making a difference in students’ lives, and that they want to help their students learn, grow, and develop so they can be successful. You’re probably never going to hear a teacher say that they went into teaching because they wanted to attend meetings, coordinate an endless number of initiatives, and navigate administrative burdens and “office politics.”
Yet all too often in the modern educational environment, a disconnect between teachers and administrators takes hold, creating frustration, discontent, and burnout among even the most passionate and committed teachers. Far too many teachers claim that they feel their administrators are out of touch with the realities of classroom life, and make their lives more difficult rather than serving as inspiring leaders. Certainly this isn’t the case in every school or district, but with so many teachers struggling with their administrators, it only begs the question “What do teachers want from their leaders?”
Whether you are an experienced administrator, are considering earning a degree —learn more about what an Ed.S degree can do — to become an administrator, or are in the process of working on an advanced education degree, keeping the following teacher priorities in mind will help you be a better administrator.
Model Expected Behavior
Many teachers expect their administrators to model the behaviors that they expect from teachers and others within the school. A principal, dean, or other leader is key to establishing the culture of the school, and teachers appreciate those leaders who adopt a “do as I do” approach to leadership, rather than a “do as I say” approach. Typically, this means demonstrating a willingness to listen and really learn about the issues that are affecting both teachers and students, working collaboratively to develop solutions, and creating a positive atmosphere.
Empower Teachers
When teachers are empowered, meaning that they have the ability to help determine the school’s goals and policies, and exercise their professional judgement as it relates to what and how to teach and how to manage their classrooms, they tend to have higher levels of morale and productivity. Teachers aren’t looking to be micromanaged or bogged down by endless policies. They want to be recognized as the professionals they are, and given the opportunity to be creative, take some risks, and make decisions based on what’s best for their students and the goals of the school.
Encourage Collaboration
A collaborative environment is proven to be more supportive of empowerment, and teachers want the opportunity to work collaboratively both with each other and with administration. They want a seat at the table, and the ability to be involved in the decisions that affect their daily work.
Protect Teachers’ Time
Professional development, meetings about school issues, discipline discussions, etc., are all important. However, teachers are very busy, and often overwhelmed by the sheer number of responsibilities on their plates. Effective administrators are respectful and protective of teachers’ time, only holding meetings when absolutely necessary (e.g., sharing information via email or memo rather than a meeting) and limiting the number of administrative tasks, such as discipline and school operations-related tasks, that they are asked to take on.
Provide Meaningful Professional Development
Teachers who do little more than stand in front of the class reading a PowerPoint presentation aren’t generally considered effective. Yet all too often, teacher “professional development” is little more than that. Make professional development opportunities more meaningful to teachers by engaging them, allowing for the exchange of ideas, and encouraging discussion. Teachers want to leave feeling inspired, and like they spent their time wisely, so facilitate that as best you can.
These are but a few of the most common requests that teachers make of their administrators, at all grade levels. Above all, though, teachers want administrators to understand the pressures they are under, and the challenges they face in the classroom each and every day. When everyone works together toward that mutual understanding, and teachers are given the voice they desire — and deserve — than everyone’s jobs will become more meaningful and fulfilling, not to mention just a little bit easier.
Teachers are unequivocally the leaders of their classrooms. Regardless of the course’s level or subject, teachers provide direction, instructions, guidance, and motivation to their classes, stepping directly into the responsibilities of a leader within any business. Yet, only the most accomplished teachers ― those recognized with awards and praise ― view themselves as leaders; in fact, most teachers lack the training to provide the leadership their students need to excel.
For the sake of the students, it is vital that more teachers learn leadership skills and qualities. By examining how renowned teacher-leaders think and act and by exploring how teachers can develop the proper mindset, more schools can benefit from having true leaders in classrooms.
How Recognized Teacher-Leaders Behave
Though modern education systems like Common Core are designed to limit the amount of variance between teachers, it is impossible to disagree that some teachers are better than others. Superior teachers are often recognized with awards and special responsibilities ― both of which mark them as teacher-leaders.
A study on teacher-leaders discovered that these unique educators behave differently than typical teachers. Though their specific actions depended on their tasks and schools, in general, teacher-leaders could effortlessly employ well-known leadership skills to organize and empower fellow teachers and students ― skills such as building trust, inspiring self-reliance, modeling approachability, identifying obstacles, and juggling a variety of responsibilities. Ultimately, such skills work to benefit students and teachers alike by improving the environment and facilitating learning.
What Leadership Training Can Bring to Schools
Though administrators tend to receive credit for the success or failure of schools, teachers are responsible for helping students excel. On average, a school administrator remains in a position or at an institution for three to four years; comparatively, most teachers remain in the profession for more than a decade, and many stick to a single school. Therefore, teachers hold the institutional memory, and they develop the school culture. When more teachers develop the leadership mindset, the school is bound to succeed.
In the study mentioned above, teacher-leaders were found to provide significant bonuses to their schools. For one, teachers learn to overcome challenges of their profession without consulting administration, which saves a school time and money. Additionally, teacher-leaders tend to be less socially isolated, which is a common problem among American educators.
Many teachers begin to feel separated from society due to the overwhelming work they must complete each week, and loneliness is a dangerous predictor of a number of health issues. However, by learning how to function as a leader, teachers can prevent feelings of isolation. Finally, teacher-leaders tend to exhibit more personal growth than their non-leader peers. Teacher-leaders are more likely to seek intellectual growth, perhaps through advanced degrees that will benefit them in their profession, and they are more likely to achieve of personal goals unrelated to work, thereby making a workforce of teacher-leaders happier, healthier, and more able to help students succeed.
How Teachers Can Grow a Leadership Mindset
Unfortunately, just as some teachers are notably better than others, some teachers might not naturally adopt the mindset of a leader. Therefore, school systems must actively develop teacher-leaders through carefully designed culture and programs.
Typically, school administrators initiate the development of the leadership mindset by having a vision and crafting a plan, but self-made teacher-leaders can also instigate leadership training in their fellow educators by working alongside open-minded administrators. A school must have sufficient support from its community and staff to foster leadership in its teachers. In particular, parents must learn the benefits of leadership in the classroom, and staff must understand and accept the imminent changes to their roles. A leadership development program for teachers will not excel without the interest and encouragement of those it concerns.
Most importantly, teachers must remember that it takes time and effort to become a leader, especially when skills such as perseverance, building rapport, and facilitating communication do not come naturally. Administrators and existing teacher-leaders must push for the change they want to see, celebrating any and all successes and pressing their peers for even more progress.
Though not every teacher looks or feels like a leader, it is important for teachers to develop the leadership mindset. By employing leaders’ skills and qualities, teachers can do more for their schools and their students than they might think possible ― and their eagerness to do the impossible is exactly why we need leaders around.
