ENGAGING LOST MALES: STRATEGIES TO REACH THE NEGLECTED

MALES WHO ARE ACADEMICALLY IN CRISIS

Iris Struncmor5gan0@yahoo.com

• To gain an understanding and awareness of cognitive gender differences as they relate to education

• To provide a friendly academic environment responsive to cognitive gender differences

• To utilize the latest empirical research to improve retention of male students

• To list, explain, and translate the registers of language • To gain an understanding and awareness of the importance of the

acquisition of language for male students to succeed academically

• To educate colleagues about the academic challenges males are facing

• To discover how to maximize the learning strengths of male students in classes

• To explain the importance of choice for the success of males in developmental classes

Objectives

WORD ACTIVITY

POPCORN SORRY

HOUSE HICCUPS

DANDRUFF TEACHER

PENCIL GREEN

BABY TOMATO

CAR PURSE

NOSE ACORN

BEAUTIFUL PESKY

CUP TURN

Application for the Academic Environment

Use direct statements when giving males information.

Instructions must be specific.

Signals or cues must be clear. The thumbs-up or “high-five” to indicate approval are associated with doing a good job.

(James, 2007, p. 36)

How We Learnby William Glasser

What the Average Person RemembersWhat the Average Person Remembers

**Within 24 hours, 90% of the material is lost.

•90% of what they do•70% of what they say•50% of what they see and hear•30% of what they see•26% of what they hear•10% of what they read

• 10% of what we read*• 20% of what we hear• 30% of what we see• 50% of what we both see and hear• 70% of what is discussed with

others• 80% of what we experience

personally• 95% of what we teach someone

else

enrolled in elementary grades, there are 107 boys enrolled.

http://www.census.gov/population/www/socdemo/school/cps2004.html

For every 100 females…

Disturbing Facts:

For every 100 females…

enrolled in twelfth grade, there are 98 boys enrolled. http://www.census.gov/population/www/socdemo/school/cps2004.html

who graduate from high school, 96 boys graduate(NCES, unpublished tabulation.)

expelled from public elementary and secondary schools, 335 boys are expelled. http://nces.ed.gov/programs/digest/d04/tables/dt04_144.asp

For every 100 females…

Special Educationdiagnosed with a learning disability, 276 boys are diagnosed with a learning disability.http://www.iteachilearn.com/uh/meisgeier/statsgov20gender.htm

Higher Educationenrolled in college, there are 77 men enrolled. http://www.census.gov/population/www/socdemo/school/cps2004.html

For every 100 females, who earn a bachelors degree from college,_____________ American men earn the same degree.

73 American men earn the same degree. http://nces.ed.gov/programs/digest/d04/tables/dt04_262.asp

A.73B.80C.83D.90

For every 100 females…

ages 18 to 21 in correctional facilities, there are 1430 men who are incarcerated.

http://www.census.gov/population/www/cen2000/phc-t26.html

Other Indicators

Another Poll

There are 133 females receiving B.A. degrees for every 100 males from colleges in the United States (BusinessWeek, May 26, 2003).

According to the U.S. Education Department demographers, if current trends continue, there will be ___ women per 100 men earning degrees by 2020 (Conlin, 2003)

A. 184 B. 127 C. 145 D 156

Factors that influence this:

• a shortage of male instructors and student services staff,

• a persisting belief by members of society that physical ability is valued more than mental ability in boys,

• the idea that fidgetiness in boys is intolerable in the academic environment,

•the view that hyperactive, competitive males are usually behavior problems, (Coley, 2001)

Another contributing factor to the difficulty males have academically is that males are wired differently than females. Unfortunately, these differences in the brains are rarely addressed in the academic environment. (Coley, 2001)

Males are wired differently than females

Male brains are wired to be literal and objective.

Their brains are singular in focus and purpose.

Males are deductive thinkers, more compulsive, and more competitive.

(Gurian, 20011).

They punch, push, and wrestle each other.

Rules of society dictate that men do not touch each other.

The reality is that boys have to touch to learn.

(James, 2007)

(Slocumb, 2004, p. 15)

Think of the brain as a house with many rooms.

The male house has a number of rooms, each of which has a special purpose.

Men are hardwired to be literal and objective, so it is more difficult for males to access the various rooms in their house.

It’s as if their brains are singular in focus and purpose.

The male must make a conscious choice and purposely think about accessing parts of his brain.

For males, feelings are housed in a special room; one that is often locked.

When a male has to stop and think how he feels about something, he must first find the key to unlock this special room.

The brains of females, on the other hand, have rooms that are multipurpose.

The are hardwired to be subjective and intuitive.

The brain of a female is much more integrated than that of the male.

Females access different parts of their brains more readily that do males.

Feelings are an integral part of every room in the house for the female.

There are no locked rooms in the female brain.

(Slocumb, 2004, p. 15)

Academic Environments Difficult for Male Learners

Academic environments, however, do not accommodate the male learners.

When girls are placed into a small group for a learning experience, they usually begin working in a spirit of cooperation.

Boys will spend much of their time trying to determine who is going to be the leader.

(Slocumb, 2004, p. 15)

Learning Applications

Males typically like to work in larger groups, but the goal of the project or cognitive level of the learners may require smaller groups. In any group work, give the students two grades, one for the outcome of the project and one for individual participation. Rubrics work well for group projects.

Serve as a facilitator, but allow the males to work out the leadership roles within the group. Don’t step in too soon if the males are having difficulty assigning roles, but remind them of deadlines.

Group work is most appropriate when high-level problem solving is required of the group and learning a new concept is a desired objective.

Student Services Applications

Communication is vital in advisory sessions with male students. Male students need specific guidance when presented with options for careers.

Smile at the male student as you greet him for his advising session.

Use precise language when discussing degree options and plans of study with males. Their brains are wired to be literal and objective.

Include the male in the discussion of the plan, but remember to use precise terms when discussing his plan, and remind him to come for advising on a regular basis to remain on track.

Develop a clear game plan for discussing his study plan; use the words game plan. Help the male develop accurate self-assessment skills, so he can make good career choices.

Student Services Applications

Discuss with male students how they are coping with pressures to make career decisions. Talk about the value of choosing high-paying occupations over ones that are personally fulfilling.

Build a relationship of trust with the male students you advise.

Become the advocate for the male students you advise.

Make an appointment for the next advisory session before the male student leaves your office.

Remember that male students are more likely to succeed in their classes when they feel connected to the school. Build this connection through a relationship based on respect.

Mom asks her son when he comes home from school. . .

What did you learn in school today? To sit down and be

quiet.

• The learners who bring down the state and federal test scores are mainly boys.

• The students who lash out against the educational system are mainly boys.

• The students with whom our teachers feel the least trained to deal with are boys.

(Gurian, 2005)

Isaiah Olson, a father in Detroit, observed,

“I see a big problem with our African American boys in school. They don’t fit. It’s not just about race. The drop out rate for black males is now twice what it is for black females.

(Gurian, 2005)

Gurian Institute Research

Poll

Is your academic institution doing anything to train faculty and staff to work with male students?

A. YesB. No

Questions?

Until about 100 years ago, in all parts of the world, our sons’ primary teachers were_______

A. Teachers in one room schoolroomsB. FamiliesC. Male teachers in a boarding schoolD. Military men

Building a Team Against Crisis

Revive the role of family in education

Encourage males to use the tutorial centers to access the help they need in their courses

Encourage males to become more active in their academic community

Provide student or instructor mentors who can connect with the males in crisis to provide guidance and support

Decrease the stress of dealing with registration and financial issues as they attempt to navigate an unfamiliar and sometimes unfriendly academic environment

Did You Know?

According to the study by the Center for Labor Market Studies, even at the present 44% college attendance rate, this generation of young men will

A. Be increasingly unemployed or underemployedB. Earn significantly lower lifetime earnings than their peersC. Depend more on in-kind benefits (food stamps, Medicaid,

housing subsidies)D. Be more likely to father children out of wedlock and not live

with or support their offspring

All the above

Research shows that the parts of the brain responsible for processing verbal

information and permitting the exchange of information between hemispheres were

more highly developed in girls. (Kimura, 2005).

Girls also mature earlier in the brain regions responsible for impulse control,

and, in general, mature earlier than boys.(Viadero, 2006; Nagy Jacklin & Martin, 1999).

The differences in language acquisition and the use of language are probably two of the most significant factors that impede boys academically and socially. (Slocumb, 2004).

Vocabulary is the key to academic success for males.

English Language

One of the largest vocabulary sets of all the languages in the world

It contains somewhere around 600,000 to 1,000,000 words (Gillet & Temple, 1990)

Speakers of English can claim an average vocabulary of 50,000-60,000 words

1945, average American student (6-14 yrs) had a written vocabulary of 25,000 words

In recent years, some of this active vocabulary has been shrinking

With advent of television & internet, written vocabulary has dropped about 10,000 words

Estimated that students must learn more than 88,000 words by 9th grade to read required textbooks

(Nagy & Anderson, 1984)

Vocabulary

At the age of 4, individuals know about 5,600 words At the age of 5, individuals know about 9,600 words At the age of 6, individuals know about 14,700 words At the age of 8, individuals know about 21,200 words At the age of 9, individuals know about 26,300 words At the age of 10, individuals know about 29,300 words In adulthood, many individuals know in excess of 50,000 to

100,000 words

The average adult has a vocabulary of about 40,000 to 50,000 words out of a language that has more than one million words. (Gillet & Temple, 1990)

Literacy Workshops

vs. Literacy Clinics

Registers/Voice of LanguageREGISTERREGISTER

EXPLANATIONEXPLANATION

FROZEN Language that is always the same. For example: Lord’s Prayer, wedding vows, etc.

Formal  The standard sentence syntax and word choice of work and school. Has complete sentences and specific word choices.

Consultative

Formal register when used in conversation. Discourse pattern not quite as direct as formal register.

Casual Language between friends and is characterized by a 400- to 800-word vocabulary. Word choice general and not specific. Conversation dependent upon non-verbal assists. Sentence syntax often incomplete.

Intimate Language between lovers or twins. Language of sexual harassment. (Payne, 2005, p. 42)

Language

1. When male students speak in casual register, have them say it two other ways in formal register.

2. When male students write in casual register, have them write it two other ways in formal register.

What can you do to help males with academic language?

(Payne, 2005)

Casual Register to Formal Register

“She thinks she is all that!”

“She thinks she is better than others.”

(Payne, 2009, p. 101)

What can Schools do to address casual register, discourse patterns, and story

structure?

•Tell students to write and speak in causal register; then translate it into formal register

•Establish a part of a discipline plan a requirement that students learn how to express their displeasure in formal register and therefore not be reprimanded

•Use graphic organizers to show patterns of discourse (organizational patterns of information)

•Tell stories using the formal-register story structure; then tell the story in casual register

•Use stories with students that can be used to guide behavior

(Payne, 2005, p. 34)

What does this informationmean in the school or work setting?

•Casual register needs to be recognized as the primary discourse for many students

•Formal register needs to be directly taught

•Discourse patterns need to be directly taught

•Both story structures need to be recognized and used as part of classroom instruction

•Discipline that occurs when a student uses the inappropriate register should be a time for instruction in the appropriate register

•Students need to understand how much the formal register affects their ability to get a well-paying job (Payne, 2005, p.35)

The Preamble to the Constitution of the United States of America

We the people of the United States, in order to form a more perfect union, establish justice, insure domestic

tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the

United States of America.

Formal-Register Discourse PatternFormal-Register Discourse Pattern

Casual-Register Story StructureCasual-Register Story Structure

Patterns of Discourse

Speaker or writer gets straight to the point Speaker or writer goes

around the issue before finally coming to the point

(Kaplan, 1984)

Formal-Register Story StructureFormal-Register Story Structure

Casual-Register Story StructureCasual-Register Story Structure

Story Structure

beginning

Plotend

(Kaplan, 1984)

Part of an episode

Audience participation

It is important to model formal register for male students and directly teach it.

How does register impact male students academically?

If male students do not have the academic vocabulary to use formal register, they will have difficulty succeeding in school. If they don’t have the words, they will resort to physical means to win an argument or make a point.

Questions?

Males and Vocabulary

The lack of words, the driving need to complete the need to be in motion, and the inability to articulate feelings set boys up to have difficulty academically, socially, and emotionally.

(Slocumb, 2004)

Think About it!

Differences in language acquisition & the use of language are probably two of the most significant factors that impede males academically (Slocum, 2004)

Male brain is highly specialized; most males tend to access each area one at a time

First segment of the male brain to develop is the part that governs spatial abilities

Last portion of the male brain to develop is language (Ibid)

Language and Planning Connection

If an individual depends upon a random episodic story structure for memory patterns, lives in an unpredictable environment, and HAS NOT DEVELOPED THE ABILITY TO PLAN, then. . .

If an individual cannot plan, he/she CANNOT PREDICT.

If an individual cannot predict, he/she CANNOT IDENTIFY CAUSE AND EFFECT.

If an individual cannot identify cause and effect, he/she CANNOT IDENTIFY CONSEQUENCE.

If an individual cannot identify consequence, he/she CANNOT CONTROL IMPULSIVITY.

If an individual cannot control impulsivity, he/she HAS AN INCLINATION TOWARD CRIMINAL BEHAVIOR.

(Feuerstein, 1980)

Vocabulary Knowledge Poll

Vocabulary knowledge plays an instrumental role in understanding text.

(Nagy and Scott, 2000)

Chemistry textbooks contain more than _______content specific words unfamiliar to college students.

A. 1,000B. 2,000C. 3,000D. 4,000

Personalizing Word Learning

Studies by Blachowicz and Fisher (2000) indicate that students seem to be more

actively engaged when allowed to select their own

vocabulary words.

Males and Vocabulary

The lack of words imprisons the mind.

Without the words, one cannot achieve metacognition, to think about one’s thinking.

(Slocumb, 2004, p. 29)

Cognitive Skills Verbal Skills

Females have an advantage in verbal fluency.

Males have an advantage in verbal analogies.

Analogies

Solve this:

Client:Customer:

A. Dial:Clock

B. Salesperson:Buyer

C. Peak:Summit

D. Computer:Mouse

Questions?

Cognition and Structure for Delivery

Cognition refers to all of our mental functions, such as remembering, dreaming, and problem solving.

Males learn differently than the structure for delivery which is used now in the classroom.

Males may be at a disadvantage in a Spanish class if the material is presented only in an auditory format.

That same male may have little trouble in learning Spanish if he is allowed to get up and move around while learning the vocabulary

FOLDING HANDS

• Fold your hands.

• Look at where thumb/fingers are positioned.

• Now, fold your hands again so the other thumb/fingers are on top.

• Does this position feel comfortable to you?

• Fold your hands your preferred way—notice the feeling you are experiencing.

Steps to Take

Determine processing strength information

Take a Learning Styles Inventory

VARK

http://varklearn.com/english/page.asp?=questionnaire

VisualAural

Read/Write

Kinesthetic

http://www.vark-learn.com/

VARK

Auditory Learners

Skilled at remembering the spoken word

Include lecture or group discussions

Distracted by loud noise and/or silence

Incorporate subtle background noise while working with them.

Visual Learners

Pay attention to their surroundings, so make them user friendly.

Need timelines and charts for remembering data

Incorporate pictures or descriptive oration of topics.

Read/Write

Help them convert their "notes" into a learnable package by reducing them (3:1)

Encourage them to write out the words again and again.

Help them to rewrite the ideas and principles into other words.

Tactile Haptic

KinestheticRole play; they like class content with topics that allow them to move or engage their entire body.

Use a computer to take notes in class or hand draw some note materials.

Incorporate movement into their learning by tapping their pencil, shaking their foot, or twirling a pen when they are introduced to a new topic.

Male Brain

The male brain is set to renew, recharge, and reorient itself between tasks by moving to what neurologist Ruben Gurian has called a “rest state.”

(Gurian 2005)

The man zoning out in front of the TV after a long day at work is recharging by entering a neural rest state; so too is Grandpa sitting in his fishing boat for hours, content but unstimulated.

Increase movement and kinesthetic learning opportunities for males

(Gurian 2007)

Create an environment which promotes trust and a sense of belonging

Identifying Processing Style

1. 1. low light2. 2. nibbling/sipping3. 3. Sound, music4. 4. breaks5. 5. many projects6. 6. sitting in bed7. 7. general goals8. 8. stories/anecdotes9. 9. pictures

10.Global

1. 1. bright light2. 2. no food/drink3. 3. quiet4. 4. work until finished5. 5. single project6. 6. sitting at a desk to

study7. 7. specific steps8. 8. outline/agenda9. 9. words

10.Analytic

Dunn & Dunn Learning Styles Model

EnvironmentalSound Lights Temperature Seating

Emotional Motivation Responsibility/

Conformity

Task Persistence Structure

Sociological Self Pair Peers Team Adult Variety

Physiological Perceptual e Intake Time of Day Mobility

Psychological Analytic

Global

Reflective Implusive

Hemisphericity

Matching instructional strategies to the Perceptual Preferences of students is an effective way to increase achievement and improve attitudes toward learning. (Sawyer, 1995)

Questions?

Emotional Vocabulary

Relevant Neuroscience Research Suggests

Emotions are how we know what we know; the majority of cognition has emotions embedded.

It is risky to focus only on cognition.

Only 6 emotions are hard-wired (the rest must be taught purposefully)

Misunderstandings and discipline problems often result from this issue.

(Jensen, 2007)

Emotional Vocabulary

•Males don’t have many words to describe emotions.

•Males use less emotional language to describe their feelings (Maccoby, 1998).

•Boys may be taught not to express emotions that may be interpreted as feminine, but instead to focus on the facts of a situation. (Martino, 1995)

•Teachers and staff need to rectify this problem by helping boys widen their vocabularies to describe how people feel about what happens to them.

Emotional Vocabulary

Advisors and staff as well as instructors should help males find terms to describe themselves other than well-liked, good athlete, hard worker, and so forth.

If the male student describes himself as a hard worker, the emotional words that come from that description could be dependable and reliable.

Instructors should try use literature studied in class describing characters and how they respond to an event in the book.

Males tend to describe people in terms of facts; help them to assign emotional words to the fact list.

Ask males to develop lists of words that describe confidence, character, values or positive attitude.

Advisors and staff should initiate conversations about goals and values when discussing career choices with males and guide them to more precise words as descriptions.

(James, 2007, p. 124)

Examples of Emotional Vocabulary

Feeling powerful: aware, proud, respected, appreciated, important, empowered, successful, worthwhile, valuable, confident, renewed

Feeling mad: hurt, hostile, angry, selfish, hateful, skeptical, critical, distant, sarcastic, frustrated, jealous, annoyed, irritated, upset, distraught, minimized

Feeling scared: afraid, frightened, confused, rejected, helpless, submissive, insecure, anxious, bewildered, discouraged, inadequate, trapped, alone

Adapted from Dr. Gloria Wilcox (Slocumb, 2004. , p. 43)

Emotional Vocabulary Can be Found in Song Lyrics

Song lyrics can be used

to help males understand

that emotional

vocabulary is important to

them.

Emotional Punctuation is “Memory Marker”

Event + Positive Emotions = Better Memories

Opportunities for staff and instructors include any of the these:

Verbal affirmations, smiles, physical gestures, head nodding, positive comments, positive music, celebrations, or pre-set celebration rituals

Provide frequent feedback

in the academic

environment

Addict Learners to Learning & Succeeding

•Peer assessments

•Use of team or group scoring charts

•Group discussions with self-assessments included

•Peer teaching and evaluations

•Projects with scoring rubrics

•Self-assessment with checklists

Visual Affirmations

Offer a smile, a positive gesture, and affirming written note, a special comment

Help males to mentally rehearse upcoming options. Help them to practice doing them in their mind

successfully until they are ready to do them in real life.

(Jensen, 2005)

Auditory Affirmations

Underused types of affirmation are self-affirmation and student-to-student affirmations.

Male students often value what their peers say as much as or more than what advisors, staff, and instructors say.

One of the best affirmations, however, is the one males give to themselves. This is that important self-talk.

Encourage them to congratulate themselves on their successes. (Jensen, 2005)

KinestheticAffirmations are important

for males.

High fives

Hugs

Handshakes

Pats on the back

It’s the sports

Connection.

Vote with your body

Use this technique sparingly

Increase Student Vesting

Vesting--the process of becoming emotional

about content

Engagement

In engaging male learners, instructors and staff

should connect with students every two to five minutes.

Variety and purpose are the key to engage male students

Educators must understand and purposefully use emotions as an instructional strategy.

HOW?

1) establish quality emotional states2) use emotional punctuation3) teach appropriate emotional responses

The lack of words, the driving need to compete, the need to be in motion, and the inability to articulate feelings set boys up to have difficulty academically, socially, and emotionally.

(Slocumb, 2004, p. 21)

The Emotional Abyss

• Without an emotional language, empathy doesn’t exist• Without empathy, conscience can’t develop• Without a conscience, there is little sense of right and wrong• Without a sense of right and wrong, boundaries don’t exist• Without boundaries, it’s very difficult to articulate a personal code of ethics

or have a sense of integrity.• Without ethics and integrity, words are limited• Frustration turns to anger, and anger turns to rage. • The result is raw, misdirected energy with few words.

(Slocumb, 2004, p. 23)

•He could become the bully to those who are different and vulnerable.

•His weapons are fists, and guns.

•Rules don’t apply to him.

•He will vandalize, cheat, and blame others for his mistakes

because everyone owes him.

(Slocumb, 2004, p. 23)

The Possible Result

Review

Encourage powerful mentoring relationships among students. Create an academic environment which promotes trust and a

sense of belonging Infuse interactions with males with joy and enthusiasm Connect with students on more than an academic level Create a community of learners and educators Provide consistent, predictable structure and clear limits to

promote a friendly academic environment Help males to make acceptable choices Help students cope with stress of social and emotional pressures

of academic life Help students to be more reflective Increase movement and kinesthetic learning opportunities Create a sense of relevancy through more freedom of choice Increase male models in the academic environment

Iris Struncmor5gan0@yahoo.com

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Electronic SourcesThe gender gap:boys lagging. “60 Minutes,” May 25, 2003 http://www.cbsnews.com/stories/2002/10/31/60minutes/printables52678.shtml