Failing Boys
July 9, 2012
In the autumn of 2002, I included the following statement in a longer editorial in the MHSAA Bulletin:
“Year after year I go to league and conference scholar-athlete awards banquets and see girls outnumber boys by wide margins: 54 girls to 33 boys honored at a March event in mid-Michigan is typical of what has occurred many places over many years.
“Year after year, I attend senior honors programs and see girls outnumber boys: 147 awards to girls versus 70 awards to boys honored at a May event in mid-Michigan is typical.
“Look at these figures from the National Federation of State High School Associations:
• “68.3% of vocal music participants are girls.
• 66.4% of participants in group interpretation speech activities are girls.
• 63.3% of participants in individual speech events are girls.
• 62.7% of orchestra members are girls.
• 61% of dramatics participants are girls.”
Nothing since that time has changed my opinion that schools and society at large are expecting far too little of boys. It’s as if boys get a free pass from high expectations if they do sports and don’t do drugs. Far too little is asked of far too many of our male students.
Now add this to the story: There is a growing body of research that supports the premise that while high school sports participation is great for girls, it’s actually bad for high school boys. Bad because it leads to lower participation in non-athletic activities, lower achievement in the classroom, and lower scores on measures of personal conduct and character than their female counterparts.
Males are dropping out of high schools at higher rates and enrolling in colleges at lower rates than females. They’re abusing drugs at higher rates than females, and males are committing both violent and petty crimes at much higher rates than females. Could much of this be linked to the low expectations we have for high school students? Isn’t it time for organized advocacy on behalf of boys?
Playing Time
December 20, 2013
I spent just enough time sitting on the bench during my high school basketball and college football careers to know I hated it, and I hurt for those who sat on the bench all the time. Even as a headstrong, self-centered adolescent, it occurred to me that not being able to play as much as one might want, or not at all, had to be a terrible feeling.
This greatly affected my approach to coaching football. As defensive coordinator, I would see who was not engaged on the first two offensive units and begin to teach these “extras” defensive skills and strategies. Several players found their niche and contributed either as starters or key reserves on defense.
I made it a point at the subvarsity level to give playing time every week to every player who was on time to and active at every practice that week; and I tried to give a start to every player who met all our team rules and responsibilities for the season.
I know from the reactions of these players and their parents that their attitude about our program improved as they became increasingly engaged with our football team. I saw also that they seemed to support their classroom teachers more, as well as other aspects of our school.
I’ve lost track of them, but I suspect these players and parents continued to be positive voices for the school for many more years – among the loud voices who would not support the transfer of sports from schools to community groups and private clubs. They would advocate more opportunities to be a part of school teams, starting in earlier grades.