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?
Shared Leadership
February 3, 2012
My introduction to high school athletic associations began when I was eight years old, when my father became the chief executive of the Wisconsin Interscholastic Athletic Association. I learned about the work around the dinner table, by tagging along to Dad’s office, and by attending tournaments or accompanying him to banquets where he spoke.
My understanding of high school athletic associations broadened and deepened during the nearly eight years I served on the staff of the National Federation of State High School Associations.
So, even before I began my tenure as the MHSAA’s executive director, the essence of the work was in my bones.
In my father’s time and during my early years here in Michigan, the leadership model of a high school athletic association office was top down. The chief executive generated or personally reviewed every piece of correspondence, and staff referred every important decision to the boss.
That leadership model is no longer practical, or even possible. Too much is happening on so many different fronts for the chief executive-oriented model to do anything other than slow progress and frustrate people (both within and outside the office).
For today and the foreseeable future, the leadership model must be flat and diversified. The chief executive must allow staff to gain expertise in a growing array of complicated topics and empower staff to execute freely. It is impossible for a single person to gain the knowledge or have the time to lead a progressive, service-oriented high school athletic association; and I’m blessed to have had an experienced and passionate MHSAA staff to share the leadership opportunities and responsibilities.