Suman Mulumudi was a freshman at Lakeside School (and had just graduated from The Evergreen School), when he began thinking about the importance of data to the practice of medicine. Observing his doctor parents, he began imagining potential benefits if one combined a stethoscope with an iPhone to capture and visualize heart data. Working with his father, Mulmudi created a prototype that will soon be available to the medical community.
While a graduate student at Stanford, Ashley Moulton conceived a master’s project about teaching kids how to eat healthier. Called Nomster Chef, this digital library of illustrated step-by-step recipes helps kids to cook with grown-ups. Thanks to Kickstarter, she is on the brink of making her dream a reality. With 29 days left to reach her goal, she has raised 90 percent of the funds she needs for launch.
Malala Yousafzai is a Pakistani activist for female education and the youngest Nobel Prize laureate. When only 11 years old, she used the power of social media to call attention to the plight of girls under Taliban rule. To spread her work, she co-founded the Malala Fund with her father, hoping to empower girls to achieve their potential and become confident, strong leaders in their own countries.
These three stories demonstrate the power of Generation Z and those who embrace Gen Z thinking.
What is Gen Z? According to Wikipedia, “Generation Z, also known as the iGeneration or Post-Millennials, is the demographic cohort after the Millennials. Demographers and researchers typically use the mid-1990s to the mid-2000s as starting birth years for this group, and, as of yet there is little consensus regarding ending birth years. A significant aspect of this generation is the widespread usage of the Internet from a young age; members of Generation Z are typically thought of as being comfortable with technology, and interacting on social media for a significant portion of their socializing.”
Like the Millennials before them, there is much speculation about this generation and the changes they will bring to the world. I have read widely about Gen Z to better understand their impact on education. One book that really captured my interest is The Gen Z Effect: The Six Forces Shaping the Future of Business by Thomas Koulopoulos and Dan Keldsen. The authors argue that a series of forces will bring about a post-generational world in which what unites us will be stronger than what divides us, and that people of all generations will begin to adopt the practices of Gen Z.
Six Forces Shaping Society
The six forces outlined in the book present many opportunities for independent schools. Below, I summarize the forces and pose generative questions for school leadership teams to explore so that they may leverage the power of this emerging generation. I believe these forces provide hope for us all.
1. Breaking Generations. Due primarily to advances in technology and a near equivalent number of people in all age bands, age will no longer be a major shaper of attitudes and behaviors. Rather, people will be defined by their connections in communities. In addition, as people embrace lifelong learning, education will not be seen as occurring only at specific times in a person’s life.
Strategic Questions for Schools
What opportunity does a world of intergenerational learners present for schools?
How can students of all ages partake of our services at different stages of their lives?
How can we enrich the learning environment by thinking about grouping learners differently?
2. Hyperconnecting. The internet has vastly increased our ability to connect, but the Internet of Things has pushed that even further by creating a world in which machine to machine connections are now possible. As devices that were never meant to work together do, they open the road to new possibilities, as exemplified by Suman Mulumudi’s efforts to create a smarter device by pairing a stethoscope with an iPhone. In addition, the lines between online and offline are blurring, changing the ways we live, work, and play.
Navigating this new hyperconnected world can be daunting, particularly for those who were not born digital. This has given rise to a new form of mentoring — reverse mentoring — in which a digital native can guide learning and using new technologies.
Strategic Questions for Schools
Could launching both mentoring and reverse mentoring programs in schools promote creativity and teamwork among five generations learning and working together?
Are there opportunities to connect two different offerings or ways of doing something that, when paired together, create a breakthrough?
How can we use the principles of hyperconnecting to enhance learning?
3. Slingshotting. Luddite is a term that is often used to refer to people who refuse to adapt to changing technologies. But have we misperceived their behavior? Have some people turned away from emerging technologies because they were too hard to use or did not improve their ability to do something? Slingshotting refers to tech users, who had been left behind previously, slingshotting forward, skipping multiple generations of technology and arriving at the same place as those who suffered through technology’s evolution. As more members of the Silent Generation adopt technology, forecasters predict that there will be full internet penetration between 2020 and 2025.
Strategic Questions for Schools
What opportunities are there for using technology to increase effectiveness and efficiency across the workforce, now that user-friendly technologies are further driving technology acceptance across generations?
How can we leverage this force with our parent communities as well as for fundraising and friend-raising purposes?
4. Shift from Affluence to Influence. One of the most profound changes in the marketplace today is the effect that social media has on influencing behavior. Just think of how the music world has changed through the explosion of social technologies. No longer is capital needed to launch a musician — communities of influence can drive fame and fortune. Social networks can also drive movements, as evidenced by Malala Yousafzai opening up educational opportunities for women worldwide through her blogs.
The shift from affluence to influence has also changed the way advertisers market. They’ve moved from paid media (ads, billboards, etc.) to owned media (creation of a community-owned, yet company-branded experience: think Apple stores) to earned media (influencers taking on your cause in social media).
Strategic Questions for Schools
How can schools make use of social communities to drive influence?
What if schools created owned spaces on campus for families and the surrounding community?
How can schools make use of influencers to create awareness of their unique value propositions?
5. Adopting the World as My Classroom. Educators are already keenly aware of this force in education, with technology driving the concept of anytime, anywhere education. The adoption of competency-based education on the college level continues to grow, and some speculate that Gen Z may be the first generation that looks to alternative educational paths post high school. Gamification is also unlocking new ways to excite learners and challenge them.
Strategic Questions for Schools
What would school look like if we considered educating people at any age?
What opportunities would this open up?
How might we think about school beyond the classroom?
How essential will a brick-and-mortar school be in the future?
6. Lifehacking. Gen Z has a propensity to work around or “hack” systems. Today, three types of hacking are changing the marketplace: crowdfunding, 3D printing, and new attitudes about intellectual property. The essence of hacking is about breaking through barriers and connecting people, mobilizing communities, and driving outcomes that otherwise would not be possible.
Strategic Questions for Schools
How can we use new processes and/or emerging technology to do things more efficiently and effectively?
How can we apply lean start-up principles to the school context?
How can we leverage this innate ability of Gen Zers to drive the learning process?
As teachers, we all have assumptions — and likely some opinions -– about teenagers and social media. But are those assumptions correct? Well, now we have research to help us find out. This week, Common Sense is releasing its latest research report, Social Media, Social Life: Teens Reveal Their Experiences, a deep dive into the social media habits of American teenagers.
This research is the second wave in an ongoing study tracking teens’ attitudes about social media; we released our original report in 2012. Back then, Snapchat was just a fledgling start-up, and Facebook was a top choice for teens. But how — and how much — teens use social media has evolved almost as quickly as the technology itself. This year’s report doesn’t just tell us about teens today; compared with our original data, it shows us just how much things have changed.
It might seem like teens are using social media more than ever (it’s true — they are!). Teachers work with teens every day, so it makes sense that we have our own opinions and anecdotes about their social media use. But it’s important to remember that our personal perceptions about social media might not always reflect what our students experience online. And that’s why this research is so important. The results of this latest study help us question our assumptions and start addressing real issues that help our students.
Here are four ways our latest research can inform your teaching:
1. Understand your students’ social media lives.
Culturally responsive teaching helps students better connect with what they’re learning. Because social media is such a huge part of teen culture, we need to know how our students are using these platforms, the types of experiences they’re having, and how they feel about it all.
Here are a few, high-level findings to mull over:
Teens’ social media use has increased dramatically. Today, 70 percent of teens report using social media more than once a day. In 2012, that number was 34 percent.
Most American teenagers have a smartphone. The number of teens with a smartphone more than doubled since 2012, from 41 percent up to 89 percent. Looking at only 13- to 14-year-olds, 84 percent now have a smartphone, and 93 percent have some type of mobile device such as a tablet.
Facebook is out. Instagram and Snapchat are in. But you probably already knew this. One 16-year-old participant, when asked in the study whom she does communicate with on Facebook, replied, “My grandparents.”
No matter our personal feelings about social media, these platforms aren’t going away anytime soon. As with any digital tool, even if we aren’t experts ourselves, understanding where our students are coming from can make our guidance beneficial.
2. Listen to what students say about their social media experiences.
Sure, kids are using social media more than ever, but they’re also recognizing some of the consequences, including digital distraction in the classroom. Listening to students’ perspectives gives us insights into how we might help them harness the positives and avoid some of the pitfalls. Here are some details worth reading:
Teens use a lot of social media. Again, you probably could have guessed this, but our data backs it up.
Teens also recognize that social media is a distraction.
Fifty-seven percent agree that using social media often distracts them when they should be doing homework. Think about that the next time you assign homework online. And 54 percent of teens agree that social media often distracts them when they should be paying attention to the people they’re with. Overall, teens’ preference for face-to-face communication has fallen, while more and more teens are choosing social media and video-chatting as a favorite way to communicate.
Many teens seem to recognize that social media platforms are designed to keep them hooked. Seventy-two percent believe that tech companies manipulate users to spend more time on their devices.
Nevertheless, many teens say that using social media has a positive effect on how they feel about themselves. Across every measure in the survey, teens were more likely to say that social media has a positive rather than a negative effect on how they feel (though most say it doesn’t make much difference one way or the other).
3. Recognize the importance of social-emotional learning (SEL).
Common knowledge tells us that teens’ social-emotional well-being is important to their overall health and ability to learn. But, as our study reveals, it also has a big impact on how teens view their interactions on social media. This point is somewhat nuanced, but the implications for educators are significant. Some important key findings to consider:
Social media tends to have a heightened role — both positive and negative — in the lives of more vulnerable teens.
Our survey included a social-emotional well-being (SEWB) scale based on concepts such as happiness, depression, loneliness, confidence, self-esteem, and parental relations (for more information on methodology, read the full report). Teens who ranked lower for SEWB are much more likely to say they’ve had negative experiences on social media, from feeling bad about not getting likes on their posts to feeling left out or excluded.
Disturbingly, more than a third (35 percent) of these teens say they have been cyberbullied, compared to 5 percent of teens who ranked higher for SEWB. Nevertheless, these more-vulnerable teens are still more likely to say that, overall, social media has a positive rather than a negative effect on them. For example, they’re much more likely to say it makes them less depressed and less lonely. And …
Social media is an important avenue of creative expression for many teens, especially for those on the lowest end of the social-emotional well-being scale.
These findings may be one of the most important for teachers, administrators, and school counselors to consider: For some students — especially those who struggle with their social-emotional well-being — the effects of social media, both positive and negative, can be more extreme. Whether we’re creating social media policies for our schools, or even just talking to students about social media, it’s important to know where students are coming from on the topic –- and even more important to recognize that not all of them are coming from the same place.
Additionally, we should probably ask ourselves some important questions about the intersection of our students’ social media lives and our school communities. How are we handling our interactions with students related to their social media use? When we confiscate students’ devices at school, or when conflicts on social media spill over into school, are we offering students one-size-fits-all punishments? Advice? Reactions?
Even when we’re just talking about social media in our classrooms, are we modeling curiosity and critical thinking about the topic? Most importantly, these research findings also beg the bigger question: What are we doing to support students’ social-emotional learning overall?
4. Support digital citizenship education in your school.
Cyberbullying is somewhat rare. Just 13 percent of teens report that they’ve been cyberbullied at some point. And, perhaps encouragingly, 23 percent say they’ve tried to help someone who has been cyberbullied.
But online hate speech is common: There’s been an uptick in teens’ exposure to racist, sexist, and homophobic content on social media.
Incoming freshmen at California State University, Northridge, tour campus as part of their orientation before the school year begins. Many of the students at the 40,000-student university in Los Angeles are the first in their families to attend college. Youth college attendance is one of the indicators on the Education Week Research Center’s Chance-for-Success Index.
The Education Week Research Center developed the Chance-for-Success Index to gauge the education-related opportunities available in each state at different stages in a lifetime, from cradle to career. This third installment of Quality Counts 2018 examines the data behind the nation’s C-plus letter grade (a score of 78.5) on the index and sheds additional light on the wide disparities among states that have remained consistent over a decade of research-center analysis.
Many factors—both within and beyond the K-12 education system—can contribute to a person’s success throughout a lifetime, including state and local economic and social conditions. And while formal education is a driving force, key building blocks for success, including family income and education and access to early-childhood resources, start before students enter school. In addition, returns on a high school diploma or postsecondary degree can vary widely by state.
To rate how these factors come together in the case of a particular state, the Chance for Success Index combines 13 distinct indicators that together capture three broad stages of an individual’s life: early foundations, the school years, and adult outcomes.
The metrics in the early-foundations stage examine factors that help children get off to a good start and to enter the P-12 system ready to learn. Reading and math scores, along with high school graduation rates, are standard benchmarks of school performance in the index. Adult educational attainment, employment, and income represent key markers of adult success.
Results are based on the research center’s analysis of 2016 data from the U.S. Census Bureau’s American Community Survey, the 2017 results of the National Assessment of Educational Progress, and adjusted cohort graduation rates from 2015-16 published by the U.S. Department of Education.
Grades are calculated using a best-in-class approach, which compares a state’s performance on each of the index’s indicators with the top-ranked state on that particular metric. The top state receives 100 points with other states earning points in proportion to their performance as gauged against the national leader. The resulting A-F letter grades reflect the average of numerical scores on a traditional 100-point scale.
A look at the nation as a whole shows consistent standouts Massachusetts and New Hampshire continuing to top the list in this category with grades of A-minus and scores of 91.7 and 90.1, respectively. New Mexico (67.3) and Nevada (68.2) are at the bottom of the rankings with D-plus grades.
Nearly half the states (23) post mediocre grades between C-minus and C-plus. Those states’ results reflect a mix of strengths and weaknesses. Only a handful of states are strong or weak across the board. Massachusetts finishes in the top 10 states in eight of the index’s 13 indicators. New Mexico, by contrast, falls in the bottom 10 states on 11 of the metrics.
Consider the opportunities available in Massachusetts, the leading state on the index. Children typically live in families with adequate incomes and often have well-educated parents. More than 6 in 10 children in the state have a parent with a postsecondary degree, compared with just under half of children in the nation as a whole. And the majority (58 percent) of the state’s 3- and 4-year-olds enroll in preschool, compared with just 47.7 percent nationally.
Students in the Bay State are also more likely to be proficient in reading and math, graduate from high school, and enroll in postsecondary education than in most states. As adults, graduates often enter well-educated communities with opportunities for employment and solid pay as a result of the state’s economy. By contrast, residents in Louisiana, Nevada, New Mexico, and other states that rank low on the index are less likely to have such opportunities—making initiatives to boost their communities, economies, and education systems all the more important.
A closer look at each of the three life stages captured by the index can provide insights into states’ results and identify areas for improvement.
Early Foundations: Poverty and other factors in early childhood, such as parental education level, can be barriers to subsequent academic progress in K-12 schooling. The nation earns a B-minus (81.4) for early educational foundations. New Hampshire (98.7), North Dakota (95.7), Minnesota (94.3), and Utah (93.1) post grades of A. New Hampshire ranks first for both family income and parental education levels. New Mexico (71.1) and Nevada (72.3) get the lowest grades at C-minus. New Mexico finishes last in family income and 48th in parental education.
The School Years: Although early educational foundations and workforce opportunities are part of the index, roughly half the indicators examine the school years. When evaluated based on school participation and performance, the nation receives a C-plus (76.6). Massachusetts posts the only A (93.2), followed by New Jersey with the only A-minus (90.8). New Mexico (63.0), Alaska (64.5), and Nevada (65.5) get grades of D, the lowest in the nation. Massachusetts ranks fifth in preschool enrollment and leads the nation in both 4th grade reading and 8th grade math test scores. New Jersey is third for preschool enrollment and second in high school graduation.
Adult Outcomes: The nation receives a C-plus (78.3) for indicators measuring adult educational attainment and workforce outcomes, such as annual income and steady employment. The District of Columbia—where opportunities to serve in government are often a magnet for highly educated employees from across the nation—gets the only A in the adult-outcomes category, with a score of 99.3. Massachusetts finishes a distant second with the only A-minus, at 89.5.
On the other end of the scale, West Virginia (68.4), Nevada (68.4), Arkansas (69.3), and Mississippi (69.4) receive the lowest scores and grades of D-plus. Fewer adults in those states have earned postsecondary degrees or have incomes at or above the national median.
Little Change Over Time
In the midst of rapid economic and technological change, results on the index haven’t budged much since 2008, the year it made its debut with its current scoring format. The national score increased by just 0.1 points during that period, going from 78.4 in 2008 to 78.5 in 2018. The lack of improvement in the nation’s score over time—signifying a lack of growth in opportunity—is perhaps the most disconcerting finding from this analysis.
Fifteen states and the District of Columbia increased their Chance-for-Success scores by a point or more since 2008. The District of Columbia improved the most, boosting its score by 6.5 points. That gain was fueled by the nation’s largest increase in preschool enrollment. Mississippi, Louisiana, Tennessee, and Wyoming also improved their scores by more than 2 points. By contrast, 13 states saw their scores decline by a point or more during this span. Maryland fell the most, dropping by 3.3 points. It lost ground in family income and 8th grade math test scores.
On certain individual metrics, some states made progress while others regressed. In the District of Columbia, for example, the percent of 3- and 4-year-olds enrolled in preschool increased by 14.6 percentage points between the 2008 and 2018 reports. In North Carolina and Hawaii, preschool enrollment declined by 5.0 and 5.1 points, respectively.
Vol. 38, Issue 03, Pages 23-24
Published in Print: September 5, 2018, as What’s Behind the Myriad Factors That Make Up Someone’s Chances For Positive Lifetime Outcomes
The AtlanticEvidence shows that women are less self-assured than men—and that to succeed, confidence matters as much as competence. Here’s why, and what to do about it.
for years, we women have kept our heads down and played by the rules. We’ve been certain that with enough hard work, our natural talents would be recognized and rewarded.
We’ve made undeniable progress. In the United States, women now earn more college and graduate degrees than men do. We make up half the workforce, and we are closing the gap in middle management. Half a dozen global studies, conducted by the likes of Goldman Sachs and Columbia University, have found that companies employing women in large numbers outperform their competitors on every measure of profitability. Our competence has never been more obvious. Those who closely follow society’s shifting values see the world moving in a female direction.
And yet, as we’ve worked, ever diligent, the men around us have continued to get promoted faster and be paid more. The statistics are well known: at the top, especially, women are nearly absent, and our numbers are barely increasing. Half a century since women first forced open the boardroom doors, our career trajectories still look very different from men’s.
Some observers say children change our priorities, and there is some truth in this claim. Maternal instincts do contribute to a complicated emotional tug between home and work lives, a tug that, at least for now, isn’t as fierce for most men. Other commentators point to cultural and institutional barriers to female success. There’s truth in that, too. But these explanations for a continued failure to break the glass ceiling are missing something more basic: women’s acute lack of confidence.
The elusive nature of confidence has intrigued us ever since we started work on our 2009 book, Womenomics, which looked at the many positive changes unfolding for women. To our surprise, as we talked with women, dozens of them, all accomplished and credentialed, we kept bumping up against a dark spot that we couldn’t quite identify, a force clearly holding them back. Why did the successful investment banker mention to us that she didn’t really deserve the big promotion she’d just got? What did it mean when the engineer who’d been a pioneer in her industry for decades told us offhandedly that she wasn’t sure she was really the best choice to run her firm’s new big project? In two decades of covering American politics as journalists, we realized, we have between us interviewed some of the most influential women in the nation. In our jobs and our lives, we walk among people you would assume brim with confidence. And yet our experience suggests that the power centers of this nation are zones of female self-doubt—that is, when they include women at all.
We know the feeling firsthand. Comparing notes about confidence over dinner one night last year, despite how well we knew each other, was a revelation. Katty got a degree from a top university, speaks several languages, and yet had spent her life convinced that she just wasn’t intelligent enough to compete for the most-prestigious jobs in journalism. She still entertained the notion that her public profile in America was thanks to her English accent, which surely, she suspected, gave her a few extra IQ points every time she opened her mouth.
Claire found that implausible, laughable really, and yet she had a habit of telling people she was “just lucky”—in the right place at the right time—when asked how she became a CNN correspondent in Moscow while still in her 20s. And she, too, for years, routinely deferred to the alpha-male journalists around her, assuming that because they were so much louder, so much more certain, they just knew more. She subconsciously believed that they had a right to talk more on television. But were they really more competent? Or just more self-assured?
We began to talk with other highly successful women, hoping to find instructive examples of raw, flourishing female confidence. But the more closely we looked, the more we instead found evidence of its shortage.
The All-Star WNBA player Monique Currie, of the Washington Mystics, displays dazzling agility and power on the basketball court. On the subject of confidence, however, she sounded disconcertingly like us. Currie rolled her eyes when we asked whether her wellspring of confidence was as deep as that of a male athlete. “For guys,” she said, in a slightly mystified, irritated tone, “I think they have maybe 13- or 15-player rosters, but all the way down to the last player on the bench, who doesn’t get to play a single minute, I feel like his confidence is just as big as the superstar of the team.” She smiled and shook her head. “For women, it’s not like that.”The tech entrepreneur Clara Shih, who founded the successful social-media company Hearsay Social in 2010 and joined the board of Starbucks at the tender age of 29, is one of the few female CEOs in the still-macho world of Silicon Valley. But as an undergrad at Stanford, she told us, she was convinced that courses she found difficult were easy for others. Although Shih would go on to graduate with the highest GPA of any computer-science major in her class, she told us that at times she “felt like an imposter.” As it happens, this is essentially what Facebook COO Sheryl Sandberg told us a year before her book, Lean In, was published: “There are still days I wake up feeling like a fraud, not sure I should be where I am.”
We were inspired by these conversations, and many more, to write a book on the subject, with a particular eye to whether a lack of confidence might be holding women back. We ended up covering much more territory than we’d originally anticipated, ranging from the trait’s genetic components to how it manifests itself in animals to what coaches and psychologists have learned about cultivating it. Much of what we discovered turns out to be relevant to both women and men.
Even as our understanding of confidence expanded, however, we found that our original suspicion was dead-on: there is a particular crisis for women—a vast confidence gap that separates the sexes. Compared with men, women don’t consider themselves as ready for promotions, they predict they’ll do worse on tests, and they generally underestimate their abilities. This disparity stems from factors ranging from upbringing to biology.A growing body of evidence shows just how devastating this lack of confidence can be. Success, it turns out, correlates just as closely with confidence as it does with competence. No wonder that women, despite all our progress, are still woefully underrepresented at the highest levels. All of that is the bad news. The good news is that with work, confidence can be acquired. Which means that the confidence gap, in turn, can be closed.
The shortage of female confidence is increasingly well quantified and well documented. In 2011, the Institute of Leadership and Management, in the United Kingdom, surveyed British managers about how confident they feel in their professions. Half the female respondents reported self-doubt about their job performance and careers, compared with fewer than a third of male respondents.
Linda Babcock, a professor of economics at Carnegie Mellon University and the author of Women Don’t Ask, has found, in studies of business-school students, that men initiate salary negotiations four times as often as women do, and that when women do negotiate, they ask for 30 percent less money than men do. At Manchester Business School, in England, professor Marilyn Davidson has seen the same phenomenon, and believes that it comes from a lack of confidence. Each year she asks her students what they expect to earn, and what they deserve to earn, five years after graduation. “I’ve been doing this for about seven years,” she has written, “and every year there are massive differences between the male and female responses.” On average, she reports, the men think they deserve $80,000 a year and the women $64,000—or 20 percent less.
A meticulous 2003 study by the Cornell psychologist David Dunning and the Washington State University psychologist Joyce Ehrlinger homed in on the relationship between female confidence and competence. At the time, Dunning and a Cornell colleague, Justin Kruger, were just finishing their seminal work on something that’s since been dubbed the Dunning-Kruger effect: the tendency for some people to substantially overestimate their abilities. The less competent people are, the more they overestimate their abilities—which makes a strange kind of sense.
Dunning and Ehrlinger wanted to focus specifically on women, and the impact of women’s preconceived notions about their own ability on their confidence. They gave male and female college students a quiz on scientific reasoning. Before the quiz, the students rated their own scientific skills. “We wanted to see whether your general perception of Am I good in science? shapes your impression of something that should be separate: Did I get this question right?,” Ehrlinger said. The women rated themselves more negatively than the men did on scientific ability: on a scale of 1 to 10, the women gave themselves a 6.5 on average, and the men gave themselves a 7.6. When it came to assessing how well they answered the questions, the women thought they got 5.8 out of 10 questions right; men, 7.1. And how did they actually perform? Their average was almost the same—women got 7.5 out of 10 right and men 7.9.
To show the real-world impact of self-perception, the students were then invited—having no knowledge of how they’d performed—to participate in a science competition for prizes. The women were much more likely to turn down the opportunity: only 49 percent of them signed up for the competition, compared with 71 percent of the men. “That was a proxy for whether women might seek out certain opportunities,” Ehrlinger told us. “Because they are less confident in general in their abilities, that led them not to want to pursue future opportunities.”
In studies, men overestimate their abilities and performance, and women underestimate both. Their performances do not differ in quality.
Talking with Ehrlinger, we were reminded of something Hewlett-Packard discovered several years ago, when it was trying to figure out how to get more women into top management positions. A review of personnel records found that women working at HP applied for a promotion only when they believed they met 100 percent of the qualifications listed for the job. Men were happy to apply when they thought they could meet 60 percent of the job requirements. At HP, and in study after study, the data confirm what we instinctively know. Underqualified and underprepared men don’t think twice about leaning in. Overqualified and overprepared, too many women still hold back. Women feel confident only when they are perfect. Or practically perfect.
Brenda Major, a social psychologist at the University of California at Santa Barbara, started studying the problem of self-perception decades ago. “As a young professor,” she told us, “I would set up a test where I’d ask men and women how they thought they were going to do on a variety of tasks.” She found that the men consistently overestimated their abilities and subsequent performance, and that the women routinely underestimated both. The actual performances did not differ in quality. “It is one of the most consistent findings you can have,” Major says of the experiment. Today, when she wants to give her students an example of a study whose results are utterly predictable, she points to this one.
On the other side of the country, the same thing plays out every day in Victoria Brescoll’s lecture hall at Yale’s School of Management. M.B.A. students are nurtured specifically to project confidence in the fashion demanded by today’s business world. But although all of her students are top-of-the-chart smart, she’s been startled to uncover her female students’ lack of belief in themselves.
“There’s just a natural sort of feeling among the women that they will not get a prestigious job, so why bother trying,” she explained. “Or they think that they are not totally competent in the area, so they’re not going to go for it.” As a result, female students tend to opt out. “They end up going into less competitive fields, like human resources or marketing,” she said. “They don’t go for finance, investment banks, or senior-track faculty positions.”
And the men?
“I think that’s really interesting,” Brescoll said with a laugh, “because the men go into everything just assuming that they’re awesome and thinking, Who wouldn’t want me?”
Do men doubt themselves sometimes? Of course. But not with such exacting and repetitive zeal, and they don’t let their doubts stop them as often as women do. If anything, men tilt toward overconfidence—and we were surprised to learn that they come by that state quite naturally. They aren’t consciously trying to fool anyone. Ernesto Reuben, a professor at Columbia Business School, has come up with a term for this phenomenon: honest overconfidence. In a study he published in 2011, men consistently rated their performance on a set of math problems to be about 30 percent better than it was.
We were curious to find out whether male managers were aware of a confidence gap between male and female employees. And indeed, when we raised the notion with a number of male executives who supervised women, they expressed enormous frustration. They said they believed that a lack of confidence was fundamentally holding back women at their companies, but they had shied away from saying anything, because they were terrified of sounding sexist. One male senior partner at a law firm told us the story of a young female associate who was excellent in every respect, except that she didn’t speak up in client meetings. His takeaway was that she wasn’t confident enough to handle the client’s account. But he didn’t know how to raise the issue without causing offense. He eventually concluded that confidence should be a formal part of the performance-review process, because it is such an important aspect of doing business.
The fact is, overconfidence can get you far in life. Cameron Anderson, a psychologist who works in the business school at the University of California at Berkeley, has made a career of studying overconfidence. In 2009, he conducted some novel tests to compare the relative value of confidence and competence. He gave a group of 242 students a list of historical names and events, and asked them to tick off the ones they knew.
Among the names were some well-disguised fakes: a Queen Shaddock made an appearance, as did a Galileo Lovano, and an event dubbed Murphy’s Last Ride. The experiment was a way of measuring excessive confidence, Anderson reasoned. The fact that some students checked the fakes instead of simply leaving them blank suggested that they believed they knew more than they actually did. At the end of the semester, Anderson asked the students to rate one another in a survey designed to assess each individual’s prominence within the group. The students who had picked the most fakes had achieved the highest status.
Confidence, Anderson told us, matters just as much as competence. We didn’t want to believe it, and we pressed him for alternative theories. But deep down, we knew we’d seen the same phenomenon for years. Within any given organization, be it an investment bank or the PTA, some individuals tend to be more admired and more listened to than others. They are not necessarily the most knowledgeable or capable people in the room, but they are the most self-assured.
“When people are confident, when they think they are good at something, regardless of how good they actually are, they display a lot of confident nonverbal and verbal behavior,” Anderson said. He mentioned expansive body language, a lower vocal tone, and a tendency to speak early and often in a calm, relaxed manner. “They do a lot of things that make them look very confident in the eyes of others,” he added. “Whether they are good or not is kind of irrelevant.” Kind of irrelevant. Infuriatingly, a lack of competence doesn’t necessarily have negative consequences. Among Anderson’s students, those who displayed more confidence than competence were admired by the rest of the group and awarded a high social status. “The most confident people were just considered the most beloved in the group,” he said. “Their overconfidence did not come across as narcissistic.”
That is a crucial point. True overconfidence is not mere bluster. Anderson thinks the reason extremely confident people don’t alienate others is that they aren’t faking it. They genuinely believe they are good, and that self-belief is what comes across. Fake confidence, he told us, just doesn’t work in the same way. Studies Anderson is now conducting suggest that others can see the “tells.” No matter how much bravado someone musters, when he doesn’t genuinely believe he is good, others pick up on his shifting eyes and rising voice and other giveaways. Most people can spot fake confidence from a mile away.
Women applied for a promotion only when they met 100 percent of the qualifications. Men applied when they met 50 percent.
Once we got over our feeling that Anderson’s work suggests a world that is deeply unfair, we could see a useful lesson: For decades, women have misunderstood an important law of the professional jungle. It’s not enough to keep one’s head down and plug away, checking items off a list. Having talent isn’t merely about being competent; confidence is a part of that talent. You have to have it to excel.
We also began to see that a lack of confidence informs a number of familiar female habits. Take the penchant many women have for assuming the blame when things go wrong, while crediting circumstance—or other people—for their successes. (Men seem to do the opposite.) David Dunning, the Cornell psychologist, offered the following case in point: In Cornell’s math Ph.D. program, he’s observed, there’s a particular course during which the going inevitably gets tough. Dunning has noticed that male students typically recognize the hurdle for what it is, and respond to their lower grades by saying, “Wow, this is a tough class.” That’s what’s known as external attribution, and in a situation like this, it’s usually a healthy sign of resilience. Women tend to respond differently. When the course gets hard, Dunning told us, their reaction is more likely to be “You see, I knew I wasn’t good enough.” That’s internal attribution, and it can be debilitating.
Perfectionism is another confidence killer. Study after study confirms that it is largely a female issue, one that extends through women’s entire lives. We don’t answer questions until we are totally sure of the answer, we don’t submit a report until we’ve edited it ad nauseam, and we don’t sign up for that triathlon unless we know we are faster and fitter than is required. We watch our male colleagues take risks, while we hold back until we’re sure we are perfectly ready and perfectly qualified. We fixate on our performance at home, at school, at work, at yoga class, even on vacation. We obsess as mothers, as wives, as sisters, as friends, as cooks, as athletes. Bob Sullivan and Hugh Thompson, the authors of The Plateau Effect, call this tendency the “enemy of the good,” leading as it does to hours of wasted time. The irony is that striving to be perfect actually keeps us from getting much of anything done.
So where does all of this start? If women are competent and hardworking enough to outpace men in school, why is it so difficult to keep up later on? As with so many questions involving human behavior, both nature and nurture are implicated in the answers.
The very suggestion that male and female brains might be built differently and function in disparate ways has long been a taboo subject among women, out of fear that any difference would be used against us. For decades—for centuries, actually—differences (real or imagined) were used against us. So let’s be clear: male and female brains are vastly more alike than they are different. You can’t look at scans of two random brains and clearly identify which is male and which is female. Moreover, each individual’s confidence level is influenced by a host of genetic factors that do not seem to have anything to do with his or her sex.
Girls lose confidence, so they quit competing in sports, thereby depriving themselves of one of the best ways to regain it.
Yet male and female brains do display differences in structure and chemistry, differences that may encourage unique patterns of thinking and behavior, and that could thereby affect confidence. This is a busy area of inquiry, with a steady stream of new—if frequently contradictory, and controversial—findings. Some of the research raises the intriguing possibility that brain structure could figure into variations between the way men and women respond to challenging or threatening circumstances. Take, for example, the amygdalae, sometimes described as the brain’s primitive fear centers. They are involved in processing emotional memory and responding to stressful situations. Studies using fMRI scans have found that women tend to activate their amygdalae more easily in response to negative emotional stimuli than men do—suggesting that women are more likely than men to form strong emotional memories of negative events. This difference seems to provide a physical basis for a tendency that’s been observed in behavioral studies: compared with men, women are more apt to ruminate over what’s gone wrong in the past. Or consider the anterior cingulate cortex. This little part of the brain helps us recognize errors and weigh options; some people call it the worrywart center. And, yes, it’s larger in women. In evolutionary terms, there are undoubtedly benefits to differences like these: women seem to be superbly equipped to scan the horizon for threats. Yet such qualities are a mixed blessing today.
You could say the same about hormonal influences on cognition and behavior. We all know testosterone and estrogen as the forces behind many of the basic, overt differences between men and women. It turns out they are involved in subtler personality dynamics as well. The main hormonal driver for women is, of course, estrogen. By supporting the part of the brain involved in social skills and observations, estrogen seems to encourage bonding and connection, while discouraging conflict and risk taking—tendencies that might well hinder confidence in some contexts.
Testosterone, on the other hand, helps to fuel what often looks like classic male confidence. Men have about 10 times more testosterone pumping through their system than women do, and it affects everything from speed to strength to muscle size to competitive instinct. It is thought of as the hormone that encourages a focus on winning and demonstrating power, and for good reason. Recent research has tied high testosterone levels to an appetite for risk taking. In a series of studies, scientists from Cambridge University followed male traders at a London hedge fund, all high rollers (with annual bonuses greater than $5 million). Using saliva samples, the researchers measured the men’s testosterone levels at the start and end of each day. On days when traders began with higher levels of testosterone, they made riskier trades. When those trades paid off, their testosterone levels surged further. One trader saw his testosterone level rise 74 percent over a six-day winning streak.
There’s a downside to testosterone, to be sure. As we’ve just seen, higher levels of the hormone fuel risk taking, and winning yields still more testosterone. This dynamic, sometimes known as the “winner effect,” can be dangerous: animals can become so aggressive and overconfident after winning fights that they take fatal risks. Moreover, a testosterone-laced decision isn’t always a better one. In research conducted at University College London, women who were given testosterone were less able to collaborate, and wrong more often. And several studies of female hedge-fund managers show that taking the longer view and trading less can pay off: investments run by female hedge-fund managers outperform those run by male managers.
So what are the implications of all this? The essential chicken-and-egg question still to be answered is to what extent these differences between men and women are inherent, and to what extent they are a result of life experiences. The answer is far from clear-cut, but new work on brain plasticity is generating growing evidence that our brains do change in response to our environment. Even hormone levels may be less preordained than one might suppose: researchers have found that testosterone levels in men decline when they spend more time with their children.
For some clues about the role that nurture plays in the confidence gap, let’s look to a few formative places: the elementary-school classroom, the playground, and the sports field. School is where many girls are first rewarded for being good, instead of energetic, rambunctious, or even pushy. But while being a “good girl” may pay off in the classroom, it doesn’t prepare us very well for the real world. As Carol Dweck, a Stanford psychology professor and the author of Mindset: The New Psychology of Success, put it to us: “If life were one long grade school, women would be the undisputed rulers of the world.”
It’s easier for young girls than for young boys to behave: As is well established, they start elementary school with a developmental edge in some key areas. They have longer attention spans, more-advanced verbal and fine-motor skills, and greater social adeptness. They generally don’t charge through the halls like wild animals, or get into fights during recess. Soon they learn that they are most valuable, and most in favor, when they do things the right way: neatly and quietly. “Girls seem to be more easily socialized,” Dweck says. “They get a lot of praise for being perfect.” In turn, they begin to crave the approval they get for being good. There’s certainly no harm intended by overworked, overstressed teachers (or parents). Who doesn’t want a kid who works hard and doesn’t cause a lot of trouble?
What doomed the women was not their actual ability to do well on the tests. They were as able as the men were. What held them back was the choice not to try.
And yet the result is that many girls learn to avoid taking risks and making mistakes. This is to their detriment: many psychologists now believe that risk taking, failure, and perseverance are essential to confidence-building. Boys, meanwhile, tend to absorb more scolding and punishment, and in the process, they learn to take failure in stride. “When we observed in grade school classrooms, we saw that boys got eight times more criticism than girls for their conduct,” Dweck writes in Mindset. Complicating matters, she told us, girls and boys get different patterns of feedback. “Boys’ mistakes are attributed to a lack of effort,” she says, while “girls come to see mistakes as a reflection of their deeper qualities.”
Boys also benefit from the lessons they learn—or, more to the point, the lessons they teach one another—during recess and after school. From kindergarten on, they roughhouse, tease one another, point out one another’s limitations, and call one another morons and slobs. In the process, Dweck contends, such evaluations “lose a lot of their power.” Boys thus make one another more resilient. Other psychologists we spoke with believe that this playground mentality encourages them later, as men, to let other people’s tough remarks slide off their backs. Similarly, on the sports field, they learn not only to relish wins but also to flick off losses.
Too many girls, by contrast, miss out on really valuable lessons outside of school. We all know that playing sports is good for kids, but we were surprised to learn just how extensive the benefits are, and how relevant to confidence. Studies evaluating the impact of the 1972 Title IX legislation, which made it illegal for public schools to spend more on boys’ athletics than on girls’, have found that girls who play team sports are more likely to graduate from college, find a job, and be employed in male-dominated industries. There’s even a direct link between playing sports in high school and earning a bigger salary as an adult. Learning to own victory and survive defeat in sports is apparently good training for owning triumphs and surviving setbacks at work. And yet, despite Title IX, fewer girls than boys participate in athletics, and many who do quit early. According to the Centers for Disease Control and Prevention, girls are still six times as likely as boys to drop off sports teams, with the steepest decline in participation coming during adolescence. This is probably because girls suffer a larger decrease in self-esteem during that time than do boys.
What a vicious circle: girls lose confidence, so they quit competing, thereby depriving themselves of one of the best ways to regain it. They leave school crammed full of interesting historical facts and elegant Spanish subjunctives, proud of their ability to study hard and get the best grades, and determined to please. But somewhere between the classroom and the cubicle, the rules change, and they don’t realize it. They slam into a work world that doesn’t reward them for perfect spelling and exquisite manners. The requirements for adult success are different, and their confidence takes a beating.
Consider the following tale of two employees. A female friend of ours in New York was supervising two 20‑something junior staffers, one female (whom we will call Rebecca) and one male (whom we will call Robert). Even though Robert had been on the job for only a few months, he was already stopping by our friend’s office to make off-the-cuff pitches for new ad campaigns, to comment on business strategy, and to share unsolicited opinions about magazine articles he’d recently read. Our friend often found herself shooting down his ideas, correcting his misperceptions, and sending him off for further research. “No problem” seemed to be his attitude. Sometimes he’d respond with a counterargument; other times, he’d grin and shrug his shoulders as he headed back to his desk. A few days later, he’d be back in to pitch more ideas and to update her on what he was doing, even if all he had to say was “I’m still working on this.”
Our friend was struck by how easily Robert engaged her, and how markedly different his behavior was from that of Rebecca, with whom she’d worked for several years. Rebecca still made appointments to speak with her and always prepared a list of issues for their discussions. She was mostly quiet in meetings with clients, focused as she was on taking careful notes. She never blurted out her ideas; she wrote them up with comprehensive analyses of pros and cons. Rebecca was prepared and hardworking, and yet, even though our friend was frequently annoyed by Robert’s assertiveness, she was more impressed by him. She admired his willingness to be wrong and his ability to absorb criticism without being discouraged. Rebecca, by contrast, took negative feedback hard, sometimes responding with tears and a trip to her own office to collect herself before the conversation could continue.
Our friend had come to rely on and value Rebecca, but she had a feeling it was Robert’s star that would rise. It was only a matter of time before one of his many ideas would strike the right note, and he’d be off and running—probably, our friend was beginning to fear, while Rebecca was left behind, enjoying the respect of her colleagues but not a higher salary, more responsibilities, or a more important title.
Here’s a thorny question: If Rebecca did behave just like Robert, exhibiting his kind of confidence, what would her boss think then? There is evidence that Rebecca wouldn’t fare so well, whether her boss was male or female.
Which is why any discussion of this subject requires a major caveat. Yes, women suffer consequences for their lack of confidence—but when they do behave assertively, they may suffer a whole other set of consequences, ones that men don’t typically experience. Attitudes toward women are changing, and for the better, but a host of troubling research shows that they can still pay a heavier social and even professional penalty than men do for acting in a way that’s seen as aggressive. If a woman walks into her boss’s office with unsolicited opinions, speaks up first at meetings, or gives business advice above her pay grade, she risks being disliked or even—let’s be blunt—being labeled a bitch. The more a woman succeeds, the worse the vitriol seems to get. It’s not just her competence that’s called into question; it’s her very character.
Back at the Yale School of Management, Victoria Brescoll has tested the thesis that the more senior a woman is, the more she makes a conscious effort to play down her volubility—the reverse of how most men handle power. In the first of two experiments, she asked 206 participants, both men and women, to imagine themselves as either the most senior figure or the most junior figure in a meeting. Then she asked them how much they’d talk. Those men who’d imagined themselves as the senior figure reported that they would talk more; men who’d picked the junior position said they’d talk less. But women who’d selected the high-ranking role said they would talk the same amount as those women who’d envisioned themselves as the low-ranking woman. Asked why, they said they didn’t want to be disliked, or seem out of line. In Brescoll’s next experiment, men and women rated a fictitious female CEO who talked more than other people. The result: both sexes viewed this woman as significantly less competent and less suited to leadership than a male CEO who talked for the same amount of time. When the female CEO was described as talking less than others, her perceived competency shot up.
So confident women can find themselves in a catch-22. For now, though, for Rebecca and for most women, coming across as too confident is not the problem.
When we embarked on this quest two years ago, we had a slight conflict of interest. As journalists, we were exhilarated by the puzzle of why high-achieving women were so lacking in confidence, but as women, we grew gloomy. Delving into research and interviews, we more than once found ourselves wondering whether the entire female sex was doomed to feel less than self-assured. Biology, upbringing, society: all seemed to be conspiring against women’s confidence.
But as our understanding of this elusive quality shifted, we began to see the outlines of a remedy. Confidence is not, as we once believed, just feeling good about yourself. If women simply needed a few words of reassurance, they’d have commandeered the corner office long ago. Perhaps the clearest, and most useful, definition of confidence we came across was the one supplied by Richard Petty, a psychology professor at Ohio State University, who has spent decades focused on the subject. “Confidence,” he told us, “is the stuff that turns thoughts into action.” Of course, other factors also contribute to action. “If the action involves something scary, then what we call courage might also be needed,” Petty explained. “Or if it’s difficult, a strong will to persist might also be needed. Anger, intelligence, creativity can play a role.” But confidence, he told us, is essential, because it applies in more situations than these other traits do. It is the factor that turns thoughts into judgments about what we are capable of, and that then transforms those judgments into action.
The simplicity is compelling, and the notion that confidence and action are interrelated suggests a virtuous circle. Confidence is a belief in one’s ability to succeed, a belief that stimulates action. In turn, taking action bolsters one’s belief in one’s ability to succeed. So confidence accumulates—through hard work, through success, and even through failure.
We found perhaps the most striking illustration of how the connection between action and confidence might play out to women’s benefit in Milan. There we tracked down Zachary Estes, a research psychologist who’s long been curious about the confidence disparity between men and women. A few years ago, he gave 500 students a series of tests that involved reorganizing 3‑D images on a computer screen. He was testing a couple of things—the idea that confidence can be manipulated and the idea that, in some areas, women have less of it than men.
When Estes had the students solve a series of these spatial puzzles, the women scored measurably worse than the men did. But when he looked at the results more closely, he found that the women had done poorly because they hadn’t even attempted to answer a lot of the questions. So he repeated the experiment, this time telling the students they had to at least try to solve all the puzzles. And guess what: the women’s scores increased sharply, matching the men’s. Maddening. Yet also hopeful.
Estes’s work illustrates a key point: the natural result of low confidence is inaction. When women don’t act, when we hesitate because we aren’t sure, we hold ourselves back. But when we do act, even if it’s because we’re forced to, we perform just as well as men do.
Using a different test, Estes asked everyone to answer every question. Both the men and the women got 80 percent right, suggesting identical ability levels. He then tested the students again and asked them, after each question, to report their confidence in their answer. Just having to think about whether they felt certain of their answer changed their ability to do well. The women’s scores dipped to 75 percent, while the men’s jumped to 93. One little nudge asking women how sure they are about something rattles their world, while the same gesture reminds men that they’re terrific.
Finally, Estes decided to attempt a direct confidence boost. He told some members of the group, completely at random, that they had done very well on the previous test. On the next test they took, those men and women improved their scores dramatically. It was a clear measure of how confidence can be self-perpetuating.
These results could not be more relevant to understanding the confidence gap, and figuring out how to close it. What doomed the women in Estes’s lab was not their actual ability to do well on the tests. They were as able as the men were. What held them back was the choice they made not to try.
The advice implicit in such findings is hardly unfamiliar: to become more confident, women need to stop thinking so much and just act. And yet, there is something very powerful about this prescription, aligning as it does with everything research tells us about the sources of female reticence.
Almost daily, new evidence emerges of just how much our brains can change over the course of our lives, in response to shifting thought patterns and behavior. If we keep at it, if we channel our talent for hard work, we can make our brains more confidence-prone. What the neuroscientists call plasticity, we call hope.
The newest students are transforming the way schools serve and educate them, including sending presidents and deans to Instagram and Twitter.
By Laura Pappano
They are, of course, super connected. But on their terms. Which is why college-bound iGens (Gen Zers, if you prefer) present a challenge to the grown-ups on campus eager to reach and teach them.
Consider orientation season. Katie Sermersheim, dean of students at Purdue University, has a mother lode of information and resources to share (including wellness initiatives and a new mindfulness room). But getting iGen’s attention?
“It can be frustrating slash extra challenging to figure out how to get the word out, whatever that word is,” Ms. Sermersheim said. “I do get discouraged.”
A generation that rarely reads books or emails, breathes through social media, feels isolated and stressed but is crazy driven and wants to solve the world’s problems (not just volunteer) is now on campus. Born from 1995 to 2012, its members are the most ethnically diverse generation in history, said Jean M. Twenge, psychology professor at San Diego State University.
They began arriving at colleges a few years ago, and now they are exerting their presence. They are driving shifts, subtle and not, in how colleges serve, guide and educate them, sending presidents and deans to Instagram and Twitter.
They are forcing course makeovers, spurring increased investments in mental health — from more counselors and wellness messages to campaigns drawing students to nature (hug a tree, take a break to look at insects) — and pushing academics to be more hands-on and job-relevant.
They are a frugal but ambitious lot, less excited by climbing walls and en suite kitchens than by career development.
Most critically, they expect to be treated as individuals. Students raised amid the tailored analytics of online retailers or college recruiters presume that anything put in front of them is customized for them, said Thomas C. Golden of Capture Higher Ed, a Lexington, Ky., data firm. He sees group designations evolving into “segments of one.”
Students want to navigate campus life, getting food or help, when it is convenient for them. And, yes, on their mobile devices or phones. “It’s not really technology to them,” said Cory Tressler, associate director of learning programs at Ohio State University, noting that the iPhone came out when most were in grade school.
It is why Ohio State this year, rather than battle device use, issued iPads to 11,000 incoming students. The school designated 42 fall courses “iPad required” (21 more will be added in the spring) and is building an app that in addition to maps and bus routes has a course planner, grades, schedules and a Get Involved feature displaying student organizations.
In the works is more customization, so when students open the app it knows which campus they are enrolled at, their major and which student groups they belong to.
Speaking to students on their terms just makes sense, said Nicole Kraft, a journalism professor at Ohio State who takes attendance via Twitter (she has separate hashtags for each of her three courses). She posts assignments on Slack, an app used in many workplaces. And she holds office hours at 10 p.m. via the video conference site Zoom, “because that is when they have questions.”
Dr. Kraft does not use email for class, except to teach students how to write a “proper” one. “That is a skill they need to have,” she said.
While these students are called “digital natives,” they still must be taught how to use devices and apps for academic purposes, Dr. Kraft said. She’s had students not know that they could use Microsoft Word on an iPad. “We make a lot of assumptions about what they know how to do.”
Campuses also have been slow to recognize that this age group is not millennials, version 2.0.
“IGen has a different flavor,” said Dr. Twenge of San Diego State University and author of “iGen: Why Today’s Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy — and Completely Unprepared for Adulthood — and What That Means for the Rest of Us.”
It is tricky to define a large part of the population. But Dr. Twenge said big data sets revealed broad psychological patterns shared by those coming of age amid defining social, cultural and economic events.
The difference between growing up in the prosperous 1990s versus seeing family members lose jobs and homes during the 2008 recession alters one’s perspective, she said. It is why iGens are so focused on debt and insist that they get skills and experiences that will lead to a career.
The prevalence of school shootings and domestic terrorism has also shaped them.
“This generation defies the stereotypes of young adults,” in terms of risk-taking, Dr. Twenge said. They are “more receptive to messages around safety” and less eager to get driver’s licenses, and they come to college “with much less experience with sex and alcohol.”
They are also more cautious when it comes to academics, fear failure and have learning preferences distinct from millennials, said Corey Seemiller, professor at Wright State University and co-author of “Generation Z Goes to College,” who queried 1,200 students on 50 campuses.
“They do not like to learn in groups,” favor videos over static content and like to think about information, then be walked through it to be certain they have it right.
“They want a model” and then to practice, said Dr. Seemiller, who posts samples when assigning a paper. “I’ll say, ‘Let’s look through them and see what works.’” Having grown up with public successes and failures online, she said, students are hungry to have a big impact, yet “worry they will not live up to that expectation.”
And despite their digital obsession, Dr. Seemiller’s research shows this generation favors visual, face-to-face communication over texting. They are not always good at live social interaction, but they crave it. “They want authenticity and transparency,” she said. “They like the idea of human beings being behind things.”
As a generation that “has been sold a lot of stuff,” said Dr. Seemiller, iGens are shrewd consumers of the tone and quality of communication. That’s pushing colleges to focus not only on what they say, but also how they say it.
Which is what orientation leaders and staffers in Princeton’s office of the dean of undergraduate students — known on social media as ODUS — have tried to master in the way they welcome the class of 2022.
A brainstorming session in March generated what became a Princetified cover of Taylor Swift’s “22,” a video with orientation leaders and ODUS staff members as extras, a cappella groups singing the score and Nicolas Chae, a sophomore, directing.
Cody Babineaux, an incoming freshman from Lafayette, La., whose video of his acceptance to Princeton has 4.6 million Twitter views, appreciated it, especially the Harvard shirt sniffed and tossed out in the first 20 seconds. “It was hilarious,” he said. “It didn’t try too hard.”
Getting student attention and keeping it matters to administrators trying to build excitement for campus events, but also in prodding students about housing contracts and honor codes. “We are an office that enforces university standards. We can’t be firing off,” said Thomas Dunne, deputy dean of undergraduate students. “But you have to be animated and human-sounding. Our voice is very personal.”
ODUS has become an active presence on Facebook, Instagram, YouTube and Twitter with a vibe that winks, pokes, weaves in memes and slang terms like BAE (before anyone else) and on fleek (flawlessly styled), and applies hashtags with wit (a free ice cream for dropping by the ODUS office with dance moves worthy of Dean Dunne? #GetServed, #GameOfCones).
Mr. Dunne, whose Facebook page began as a student prank without his knowledge more than a decade ago, leans on staff members who include 20-somethings. One, Ian Deas, who favors Snapchat, identifies student “influencers,” following them on Facebook and Instagram.
In posts, he looks for “those trendy phrases that help us stay in the conversation.” When ODUS staff members respond to student posts, it amplifies their reach. “When we are being interactive, our stuff pops up in other people’s feeds” and drives curiosity about “who is behind the voice.”
Being social on social media attracts students who might tune out official communication. Mr. Babineaux said he and his friends noted when college posts sounded “goofy” or “like your grandfather trying to say swag.”
He also notices that his generation is criticized “because we are always on our phones,” which gets interpreted as being disconnected. In fact, he said, “we just have more connection with everyone all the time.”
It is also how students like Mr. Babineaux learn and get information.
“Social media has helped me get a lot more prepared for Princeton,” he said, adding that he has scrolled through old posts of campus (“I have never seen snow”) and watched videos, including of graduation. “I thought, ‘That will be on my Instagram page in four years.’”