Tag Archives: Girls Schools

A Step Forward

Even at 12 or 13, many of my students are already thinking ahead to the kinds of careers they plan to have – enough, in fact, that I sometimes have to comfort and reassure those who aren’t that they are perfectly normal and have years and years to work it out. Driving back from the Dakin Animal Shelter where we volunteer just before vacation, two of my students began talking about what it would be like to spend their lives working with animals. Along with discussions about which specific aspects of a veterinarian’s job would be more or less difficult and why, they acknowledged that at root, it would be a profession where people who love animals get the chance to help them.

Sometimes, too, some of my students will start talking about what it will be like when they get married and have families. At such moments, in an effort to be inclusive, I’ll try to acknowledge the existence of different genders and sexualities, different ideas of marriage and life partnerships, different perspectives on having children. Those points made, the themes of whether and how to share one’s life with someone else, and what makes for good parents, make for great discussions.

I know that most if not all my students identify with feminist values of equality whether or not they might specifically identify as feminist, and – along with them – I often wonder how they will fare as they move forward from our girl-positive environment into the big, wide, not-quite-so-female-positive world. I know the research matches the experience of our alumnae that they are better positioned for success in a number of ways, and I take comfort in that knowledge. But still, I love my students and want the best for them, and so… I worry.

A recent article by J. Maureen Henderson in Forbes, “Will Millennials Be Trapped By Gender Roles?” illuminates the question through recent research from Harvard Business School. It turns out that millennials are indeed far more aware and inclusive of a wide range of genders than past generations, and value both work and family regardless of gender. However, it turns out that gender-based differences arise when millennials apply their generally progressive views to their own lives. Men were more likely than women to expect their careers would take precedence over their spouse’s (the study appears to have focused on heterosexual men and women), and that is the reality that prevailed. As Ms. Henderson put it, “Young women expect that their progressive values will be reflected in their own lives, while young men are much more likely to anticipate a more traditional pairing.”

I can start including information from this article when my students have those inevitable discussions about work and family. And I can guide them through the discussions that ensue, as inclusively and respectfully as possible. What do they want? What might their partners (those who seek marriage or other lifelong partnerships) want? How might they go about using their voices, listening, and helping craft a compromise if need be? And of course, some of the work we do on friendships and conflict can extend to these situations as well.

But it can’t fall entirely to girls’ schools to deal with this situation. That would just be furthering a patriarchal vision of society. Boys schools, too, need to address this reality, and of course coed schools as well. And schools can’t do it alone.

We in the U.S. like to think that anyone can accomplish anything they set out to. And our culture has done some foundational work to prepare to move in the direction of that ideal (to whatever extent it might in fact ever be achievable). The essential next step is to look honestly at how well we are enabling that ideal and begin systematically removing roadblocks. Patriarchy, and its effects on the diversity of genders and sexualities. Systemic racism. Classism. Ableism. It’s a long road we need to travel. All the more reason to ensure every day represents a step forward.

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Filed under Feminism, Gender, In the Classroom, On Education, The Faculty Perspective

“This Very Interesting Article on Buzzfeed”

“I have found this very interesting article on Buzzfeed that I thought you may be interested in.” McKim, one of my former students, now a junior, was writing ten faculty members to share a link to “Austin Thinks It Can Save Poor Kids By Separating Boys And Girls” by Katie J. M. Baker. After summarizing what it was about, she went on to write, “At one point in the article, an organization states that ‘Single-sex schools are illegal.’ Which sounds preposterous. On the other hand, the all boys section of this school district is teaching the boys to always walk behind a lady during formal events because she is wearing heels, and if she falls a boy should be there to catch her. Although, at the same time the all girls school is teaching the girls to use their voice and not be afraid to be leaders.” I finished her email and clicked on the link, quickly glancing through the piece and then writing her back: “Thanks, McKim! I skimmed the article and will come back to it in more detail soon. There are a lot of layers to it, and I want to look deeply at it and see how they handle all the complicated intersections of race and gender and class as they pertain to education. It seems fascinating.”

The schools, Gus Garcia Young Men’s Leadership Academy and Bertha Sadler Means Young Women’s Leadership Academy, do indeed appear to include a fascinating mix of best practices that occasionally succumb to unfortunate stereotyping, all underscored with good intentions, exactly as McKim had told us. And there is no question that the learning environment is much improved from the dreadful schools that preceded these. “Dozens of students said they were happy with the switch. (…) ‘Last year, the teachers didn’t care about us,’ said an eighth-grader named Daryl. “They just cared about their paycheck.’” (Baker) And a former district Trustee, Cheryl Bradley, was definitely on the right track when she affirmed: “It’s not about boys learning this way and girls learning this way. What we did is we change the learning environment. Because it just wasn’t working the way it was. We cannot continue to do the same thing and fail at it and not try to do something new to be successful.” (quoted in Baker)

Yet practices such as the advice to boys that McKim cited, or advice given by one of the so-called experts that “teachers should allow girls to take their shoes off to decrease stress.” (Baker), suggest that the schools do not always reach in practice the ideals that they set. This applies to educating children of colour as well, as “Officials at the schools, composed of 97.4% and 94.1% Latino and black schoolchildren, respectively, learned that black boys in particular are more likely to be ‘aggressive’ and ‘not as neat.’” (Baker) And when we read that “Girls read on cozy couches in the library and bounce on green exercise balls during math class,” (Baker) it’s hard not to wonder, “But wouldn’t that work for boys too?”

Of course, single-gender public schools aren’t illegal per se, merely some of the policies they might carry out. According to Ms. Baker, “the Department of Education issued new clarifying guidelines for K–12 schools. Those that choose to offer single-sex classes must be clear about their goals (“improving academic achievement” counts), ensure that enrollment is completely voluntary, and conduct periodic evaluations every two years, among other mandates. Clearest of all: Schools must “avoid relying on gender stereotypes.” The ACLU built on that theme, stating that “generalizations about boys’ and girls’ interests and learning styles cannot be used to justify the use of different teaching methods for male and female students.” (quoted in Baker)

In presenting research, the article mentions, among others, a study undertaken by Dr. Janet Hyde at the University of Wisconsin, a 2011 article in Science magazine, and work by both Dr. Lise Eliot and Dr. Leonard Sax. These were all familiar to me, and I wrote McKim about some of my concerns, asking rhetorically why the landmark 2009 study led by Dr. Linda Sax which affirmed several positive effects of girls education is not more often mentioned. Among my earlier blog entries, “Why [a rigid binary view of] Gender Matters,” and “Sleeves Rolled Up” summarize my feelings well, and “Making History” was my immediate (if indirect) response to the Science article.

“‘What’s happening in the public school system looks nothing like single-sex education at private schools and colleges,’ said Galen Sherwin, senior staff attorney at the ACLU Women’s Rights Project.” (Baker) While that might be an overgeneralization, I know that what I see going on around me in this school bears little resemblance to descriptions of what is happening in some of the public schools against which the ACLU has brought lawsuits. I might continually examine what we are doing, as we all should – but in the end, that leads to an ever-stronger commitment to our mission. As I once wrote, “So – what does it mean to teach girls today? I told my friend that at this point in time, I no longer “teach girls” but rather teach the unique and individual students I have in front of me. But I do so in a girl-positive environment created within a school whose mission is built on feminist ideals.” (“Why I Support the ACLU’s Suit Against Single-Sex Schools”)

McKim concluded, “As a student at a single-sex school I found this article very interesting because I was able to see how some organizations viewed public single sex schools, what they thought the guidelines on how it should work was, and how this school district in Texas organized their schools.” I would agree, and add that the article reconfirmed for me how important it is to keep an open mind, listen, consider all perspectives, and ultimately recognize that there probably is no one single model of education that’s right for every single student.

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Filed under Feminism, Gender, On Education, The Girls School Advantage, Uncategorized

Ending Well, part 2

On the last of classes in the middle school, I made the following post to Facebook:

Scene: my Humanities 7 classroom, last class of the day and term (a double block lasting 1’55”). Thanksgiving vacation starts today at 3:00.

Students: We wanna do something fun. Can we do something fun?
Me: Everything we do in Humanities is fun.
Students: But…
Me: Here are the “must happens” of the day we talked about at the end of our last class: an opportunity for students to present, finishing up unit planning, discussing the book Gingersnap, and finishing up self-assessments. The “may happens” will come after the “must happens,” and are essentially “your ideas here.”
Four students: Can I present?

  • Four presentations follow, each strong on facts, thematically clear, with obvious deep personal connections to the topics. Supportive applause after each.
  • Discussion on ideas for a film-making unit. Ten kids still want to make a movie from the book Wonder. Two still don’t but are willing to work out their own idea. Ten kids offer to help the small group by playing any necessary additional roles. Two kids offer to help film the large group. They beg me to let them start planning. I acquiesce.
  • Soon, the small group excitedly calls me over to tell me their seed idea and that they are ready to start fleshing it out, while the large group has decided to hold auditions to see who gets to play which part. They beg me to let them keep going. I acquiesce.
  • Time flies like the wind. They will have to finish their self-assessments on their own (Google Forms). Gingersnap can wait until after break.
  • “Hey, everyone can have a donut!” one of them yells. They run to the boxes, and then down the stairs. The room is quiet.

This is my world. This is why I love middle schoolers.

A number of friends liked my post. One of them, Rebecca Lawson, went so far as to ask me if John Lounsbury was a Facebook friend of mine, telling me “He would LOVE this! Definitely no laminated lesson plans here!! GREAT!.” John Lounsbury, whom I have in fact met (and who once invited me to a symposium on the future of the middle school movement), is one of the godfathers of the middle school model. Well into his 90’s, he continues to advocate in his modest but clear fashion for practices that seem like basic common sense as you listen to him but prove, on closer examination, to be deeply innovative. To think he would love what my students were doing is one of the nicest compliments I’ve ever gotten.

What a great way to end the term!

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Filed under In the Classroom, On Education, Stoneleigh-Burnham Middle School, Uncategorized, Uniquely Stoneleigh-Burnham School

Why I Came, Why I Stay

The other day at Open House, one of the attendees, a public school teacher, asked each of us present on a faculty panel to talk about how we ended up at Stoneleigh-Burnham, and why we stay. Our stories were as individual as we are. My own begins the summer I was getting married…

It was the summer of 2004, and my fiancée and I had just graduated from the M.A.T. program in the French and Italian Department of the University of Massachusetts. Each of us had completed all the requirements for Massachusetts State certification except for the French proficiency exam. My fiancée called up to find out details, and was told that there was a non-refundable fee of $75 and it would be given on one of three possible Saturdays in August, one of which was to be our wedding day. The exact date, she was told, would not be given out until no more than three weeks ahead of time, “for security reasons.” We were about to spend a year living in France anyway, so we elected not to register for the exam. That meant, when it came time to apply for teaching positions, we had no choice but to apply at independent schools. And that’s how I ended up at Stoneleigh-Burnham.

As for why I stay, I gave two reasons. One is that I identify as a gender activist rooted in feminist ideals, and working in a girls school feeds that part of my life. A second is that we know what research and experience tells us works well for kids, and ironic as it may be given that many of the best teaching models were originally developing in and for public schools, at this point in our nation’s history, independent schools are actually freer to apply those models than many public schools. I may deplore that situation, but that makes it no less true.

The person who asked the question quietly mouthed a “thank you” to me, and we moved on to hear Miriam’s story as she was sitting to my immediate left.

Essentially, of course, I was saying that I stay in teaching and I stay at Stoneleigh-Burnham because I believe deeply that what we do matters. I’m acutely aware that not everyone can say that about their job. Just one more thing for which I am grateful this November.

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Filed under Admissions, Feminism, Gender, On Education, The Faculty Perspective

Sick Day

(written Tuesday, September 23, 2014)

I’m not particularly good at being sick, especially when school’s in session. I really hate missing even a day with my students, and weekends are my chance to catch up, plan ahead, reflect and go deeper. So when I came down with a stomach bug that had me sleeping through Sunday and missing not only Monday but also Tuesday with my students, I was not at all happy. (My cat, on the other hand, was over the moon to have dozens of consecutive hours with captive and immobile company.)

When it became clear Monday evening that I was going to have to miss Tuesday too, I set about converting my Humanities 7 lesson plan so it could be done by subs. The first step was morning reading. I simply refused to completely give up the chance to read to the kids, so I took my iPad and iPhone and made two videos (due to time restrictions per individual video) of myself reading the book Wonder and posted them to YouTube. They were really more like radio at night than actual videos as the screen was entirely dark throughout – which, given this was my third day of illness, was probably for the best!

For a class discussion, I had found two videos on YouTube that related to their question, “Why is ‘like a girl’ considered an insult?,” one from the Always campaign where they showed the difference between young women and young girls doing various activities “like a girl” and one from Mythbusters where they scientifically tested whether there is such a thing as throwing like a girl in an attempt to debunk what they suspected was a culturally imposed stereotype. So the students could still have these discussions, I put all these links on a Google Doc along with space for teachers to sign up to cover each period of Humanities 7 for me, as well as my other commitments. I added some guiding questions, asked for an email report, and called it good. (Side note – on a whim, I posted about all my electronic sub planning to Facebook – and two nationally known consultants asked if they could quote me in their work!)

How did it work out? It appears to have gone better than well, and I credit my subs Meghan and Tim as well as the students themselves. In particular, they seem to have had a great discussion earlier this morning on the videos. Among other things, reading the notes, I learned that they felt “like a girl” was an insult because it’s what we’ve been taught, because when it’s used that way on boys it also affects girls. They believe the popular media plays a huge role in shaping these stereotypes, and extended the idea to ask why it matters whether one dresses “like a girl” or “like a boy.” Asked what could be done moving forward, they suggested publicizing the commercial, working to avoid stereotyping, and avoiding what they called “the Barbie-ization of the world.”

To my mind, these are unquestionably feminist notions, and given our school’s mission and culture, that is as I had expected. Yet, if past experience holds, not all of these girls will identify as feminists. I remember last year’s Humanities 7 class, divided about evenly into feminists and equalists (a term, by the way, they came up with on their own although I know it has been around for a while). Emma Watson recently gave a keynote speech at the UN kicking off the #HeForShe campaign, and in it she referred to “inadvertent feminists” – essentially, people working for the ideals of feminism but explicitly rejecting the negative associations which have, rightly or wrongly, become associated with the term. The speech is about 12 minutes long, so I will think about whether I might play the whole thing or just selected extracts as my students continue to develop and refine their thinking and go deeper on these and other related questions.

No, my students are not treading water on these days I am out sick. They are steadily moving forward. I can’t wait to see them again.

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Filed under In the Classroom, The Girls School Advantage, Uncategorized

One Mind at a Time

I try to be on the lookout for chances to react to blogs, knowing (as Bill Ferriter has pointed out on more than one occasion) that one of the highest compliments I can pay a blogger is to leave a comment or even write a whole new blog in reaction, thus showing how much of an impression they’ve left on me. So when Brianna Crowley opened one of her blogs at the Center for Teaching Quality with a writing prompt from a 30-day blogging challenge for teachers, the temptation to write my own blog based on the same prompt was strong.

Until I really absorbed the prompt: “Write about one of your biggest accomplishments in your teaching that no one knows about (or may not care).”

You see, it creates not one but several problems for me. First, I have difficulty committing to submitting my accomplishments to any sort of hierarchical ranking. I hate hierarchies to the point where, earlier this year, when I said in an all-school meeting that my orientation group was “the best,” Sally looked at me with shock and surprise and said, “Bill Ivey, did you really say that?” Somewhat taken aback myself, I joked that Sharon Weyers, who was sitting behind me, must have performed some sort of ventriloquism.

Second, I don’t like talking about my accomplishments in teaching. I don’t even like using the word “teaching,” to tell the truth, preferring to focus on the word “learning” since there is quite literally no teaching without learning and I prefer the focus to be on the students anyway.

And third, as a fairly frequent blogger and someone who loves to tell stories about my students, trying to come up with something that no one really knows about is tougher than one might think. And something that no one really cares about? Well, if no one cares… why even bother mentioning it?

So that all left me at loose ends. I decided maybe I should sleep on it. So I did. For several nights. Until finally, inevitably, a moment gradually came into focus.

It was one of those times when the seventh graders, fascinated as they are with their emerging adulthood and open as they are about the continuing role their parents play in shaping that transition, begin talking about how that’s happening in each of their families for specific issues. In this case, the topic was make-up and how their parents were handling questions of when, and what, and how. Some of them were still waiting for their parents to give the green light in the not-too-distant future. Others were allowed to use certain products only, and still others were free to find their own path. And one girl spoke up to tell about how her mother had actively encouraged her to start using make-up, to highlight her best features.

Only, this class had seen the documentary “Miss Representation” earlier in the year. So this particular girl reacted to her mother’s suggestion by saying she wasn’t sure she even wanted to use make-up. Her mother asked why, so she told her about what she had learned from the film. Laughing, she explained that by the end of the conversation, her mother had completely reversed her position, saying, “You’re never going to use make-up!”

As a gender activist who supports feminist ideals, I always work hard to walk a fine line between ensuring my students are aware of gender-based stereotyping and inequalities in our society and giving them space to form individual opinions, developing their voices and becoming their own best selves. You hope some of that sticks and has an effect that goes beyond the walls of your classroom and the months of the school year during which you’re actively working with these kids. Here, then, was proof of at least one time that it had happened just as I would hope. At least one of my students had thought for herself, come to her own conclusions, spoken up for herself, and ended up changing someone else’s mind.

I want nothing more in life than to leave the world better than I found it. I feel that most acutely with my family, that if I can’t build a strong and loving relationship with them, then nothing else even matters. But once that’s in place (and it is), building a better world for my students and, at least equally importantly, empowering them to build a better world becomes the top priority.

The poet Taylor Mali, himself a middle school teacher at one point in his life, once wrote, “So I finally taught somebody something, / namely, how to change her mind. / And learned in the process that if I ever change the world / it’s going to be one eighth grader at a time.” (from “Like Lilly Like Wilson”)

I know just how he felt.

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Filed under Gender, In the Classroom, On Education, On Parenting, Stoneleigh-Burnham Middle School

Not a Four-Letter Word

The recent controversy around the Science magazine cover objectifying and dehumanizing trans women highlights not only how trans women may be treated within the scientific community but also how women in general may be treated within the field. The short answer: not well.

In her blog, eastsidekate tells us that when she was 14, she made the decision to go into biology because she read that the percentage of women was much higher in that field than in chemistry or physics. She came out as trans while still in grad school, and found little support and understanding. A long and difficult journey led her to give up her dream of university-level teaching (the full story is well worth reading, though please be warned there is strong language). She’s honest with herself, writing, “I’m not saying that transphobia forced me out of the academia or that I deserved a specific job or any job at all, to be quite blunt.” However, it’s also important to pay attention to how she frames this: “I will say, and I’ll say it until it doesn’t need saying: I don’t regret leaving. I regret feeling the need to make that decision, but I simply don’t think academy is a safe place for people like me.”

Of course, that concept of academia not being safe for transwomen may be extended to women in general. As civil engineer Patricia Valoy points out, when women fail at STEM, it’s “because they’re socialized to believe they don’t belong there and then experience discrimination and lack of mentorship—pushing them into quitting when they do get there.” And as if that wasn’t bad enough, a recent NPR piece by Kara Manke highlighted research by biological anthropologist Kathryn Clancy showing among other things a high incidence of sexual harassment (64%, significantly higher than the 50% found across all professions) among scientists out in the field, the bulk of which is experienced by women. Dr. Clancy observed, “”As horrifying as this data is, I’m really excited to have it out there. Every person who has had this experience will be validated and know there are others out there who have their back. If this keeps just one more woman in science, it is absolutely worth it.”

Science itself, then, can be part of the solution – if we use it correctly. Simple observations can help; as eastsidekate said, “People are watching you, science. They’re not just keeping track of who’s doing the dehumanizing [stuff], but also who (and it’s a lot of you) is sitting on their hands while it goes down. Remember this the next time some administrator wonders aloud about why efforts to summon diversity out of thin air just aren’t working.” And right now, research shows, girls schools and women’s colleges are playing an important part in equipping their graduates to stand firm in the context of this systemic discouragement; Carissa Tudryn Weber ‘96, the recipient of the 2014 Distinguished Alumna Award, is a shining example.

Ultimately, though, “If science (and the academy writ large) is serious about improving the quality and diversity of research, teaching, service, and faculty (and I have no real reason to believe this is the case), folks have got to dismantle the systems that allow this [stuff] to keep happening.” (eastsidekate) As a school whose mission is not only to empower girls and women but also to help shape our culture to welcome their full participation as their authentic selves, Stoneleigh-Burnham is well positioned to be a leader in this fight to ensure that STEM, as Ms. Valoy says, “is not a four-letter word for women.”

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Filed under Gender, Uncategorized