Are Schools Becoming Anti-Boy? One Writer Says Yes
A recent essay on TIME magazine’s website argues that schools are becoming “hostile environments for young boys.” In the aftermath of school violence in places including Newtown, Connecticut, many schools have adopted zero tolerance policies related to firearms, but those rules are sometimes interpreted very strictly, with boys as young as seven being suspended for pretending to “shoot” bad guys with pencils, or for throwing imaginary hand grenades. As a result, writer Christina Hoff Sommers worries that schools are no longer letting boys engage in the action-oriented, good-guys-versus-bad-guys play that she says comes naturally to them.
Here’s more from her essay on TIME.com:
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Across the country, schools are policing and punishing the distinctive, assertive sociability of boys. Many much-loved games have vanished from school playgrounds. At some schools, tug of war has been replaced with “tug of peace.” Since the 1990s, elimination games like dodgeball, red rover and tag have been under a cloud—too damaging to self-esteem and too violent, say certain experts. Young boys, with few exceptions, love action narratives. These usually involve heroes, bad guys, rescues and shoot-ups. As boys’ play proceeds, plots become more elaborate and the boys more transfixed. When researchers ask boys why they do it, the standard reply is, “Because it’s fun.”
According to at least one study, such play rarely escalates into real aggression—only about 1% of the time. But when two researchers, Mary Ellin Logue and Hattie Harvey, surveyed classroom practices of 98 teachers of 4-year-olds, they found that this style of play was the least tolerated. Nearly half of teachers stopped or redirected boys’ dramatic play daily or several times a week—whereas less than a third reported stopping or redirecting girls’ dramatic play weekly.
Play is a critical basis for learning. And boys’ heroic play is no exception. Logue and Harvey found that “bad guy” play improved children’s conversation and imaginative writing. Such play, say the authors, also builds moral imagination, social competence and imparts critical lessons about personal limits and self-restraint. Logue and Harvey worry that the growing intolerance for boys’ action-narrative-play choices may be undermining their early language development and weakening their attachment to school.