The Confidence Gap

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.

The authors, Claire Shipman (left), a reporter for ABC News, and Katty Kay (right), the anchor of BBC World News America. In two decades of covering American politics, they have interviewed some of the most influential women in the nation. They were surprised to discover the extent to which these women suffered from self-doubt. (Henry Leutwyler)

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.

QUIZ: Take the authors’ confidence assessment.

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.

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Breast and Body Changes Are Driving Teen Girls Out of Sports

Photo

Harriet Lee-Merrion

Spring, finally!

So why aren’t more teenage girls out on the playing fields?

Research shows that girls tend to start dropping out of sports and skipping gym classes around the onset of puberty, a sharp decline not mirrored by adolescent boys.

A recent study in The Journal of Adolescent Health found a surprisingly common reason: developing breasts, and girls’ attitudes about them.

In a survey of 2,089 English schoolgirls ages 11 to 18, nearly three-quarters listed at least one breast-related concern regarding exercise and sports. They thought their breasts were too big or too small, too bouncy or bound too tightly in an ill-fitting bra. Beginning with feeling mortified about undressing in the locker room, they were also self-consciously reluctant to exercise and move with abandon.

Experts on adolescent health praised the study for identifying and quantifying an intuitive thought.

“We make assumptions about what we think we know, so it’s important to be able to say that as cup size increases, physical activity decreases for a lot of girls,” Dr. Sharonda Alston Taylor, an assistant professor of pediatrics at Baylor College of Medicine in Texas, who focuses on adolescent obesity.

The challenge is what to do about it.

After reading the study, some pediatricians and adolescent health specialists said they needed to do a better job informing girls about breast health and development. Almost 90 percent of the girls in the study said they wanted to know more about breasts in general, and nearly half wanted to know about sports bras and breasts specifically with respect to physical activity.

Joanna Scurr, the lead author of the study and a professor of biomechanics at the University of Portsmouth in England, said the breast itself had little internal support, so when a girl’s body moved, the breast moved independently, and the movement increased with breast size. In up to 72 percent of exercising women, she said, that movement was a cause of breast pain or discomfort.

Yet while sports and physical education programs frequently recommend protective gear for boys, like cups, athletic supporters and compression shorts, comparable lists for young women rarely include a mandatory or even recommended sports bra.

Only 10 percent of the girls surveyed said they always wore a sports bra during sports and exercise. More than half had never worn one.

Dr. Taylor said that lack of education about bra fitting and sizing was commonplace in her practice.

“The mom will say, ‘I don’t know what size she is,’ and the patient will say, ‘I just grab my sister’s or my mother’s bras to wear.’”

Using data from this study and others, the researchers from sports and exercise health departments at three British universities are trying to design school-based educational programs.

When researchers asked the girls how they would prefer to receive breast information — via a website, an app, a leaflet or a private session with a nurse — the overwhelming majority replied that they wanted a girls-only session with a female teacher.

At what age? “Most of them said 11,” Dr. Scurr said.

Andria Castillo, now 17 and a junior at Mather High School in Chicago, says she remembers that when she was around that age, she was painfully self-conscious about her breast size; she thought she was developing more slowly than everyone else.

“I felt boys and girls were making fun of me,” she said. “Even though no one called me out, I felt they were, behind my back. I was taking taekwondo, and I would look in the big mirror and try to find ways to cover myself up and hide. I asked my dad if I could stop going.”

She had a friend who had been active in sports. But in the sixth grade, the girl’s breasts developed rapidly. “She eventually stopped going to gym altogether,” Ms. Castillo said. “Instead, she just went to a classroom and did her homework.”

In time, Ms. Castillo turned her attitude around; she is now on her school’s varsity water polo and swim teams. She credits not only her mother, but also a Chicago-based project, Girls in the Game, which has body-positive, confidence-building programs, including single-sex athletics.

Some experts in female adolescent obesity and fitness suggested that young girls would be more comfortable in single-sex gym classes. But others said that option had its disadvantages, too.

Kimberly Burdette, a doctoral candidate in psychology at Loyola University Chicago who looks at the psychological factors that promote well-being and healthy weight in girls, says such separation might be helpful at a time when adolescent girls had a heightened awareness that others were looking at their bodies.

“It’s hard to be in the zone, focusing on athletic movement, on what your body can do, if you’re thinking about what others think your body looks like,” she said. “I like programming that is for girls only, where a girl can try a sport, regardless of her ability, without the male gaze.”

But Elizabeth A. Daniels, an assistant professor of developmental psychology at the University of Colorado, Colorado Springs, disagreed. “I’m not sure the concern or embarrassment is always just about boys,” she said, noting that girls can make derisive comments about one another. “So do we change the structure of the gym class or address respectful behavior?”

Eighth Grade Is a Movie About Middle School That Will Leave Adults in Tears

Slate

Bo Burnham’s funny, original debut feature is astonishingly mature.

A teenage girl in a swimming pool.
Elsie Fisher in Eighth Grade.
A24

“The topic of today’s video is being yourself,” stammers 13-year-old Kayla (Elsie Fisher) in one of the self-recorded advice videos she periodically posts to her YouTube channel. It’s hard to imagine any topic on which this insecure, awkward girl, with her apologetically slumped shoulders and digitally airbrushed-out acne, would make for a less convincing expert. As her generally unhappy middle school experience enters its final excruciating week, Kayla contends with some standardly bad teenage experiences: being awarded the superlative of “Most Quiet” at an end-of-year ceremony, being invisible to the “Best Eyes”–winning classmate she’s crushed out on (Luke Prael), and being pestered by her loving, hovering single dad (Josh Hamilton) to—get this—stop looking at Instagram over dinner and talk to him.

Eighth Grade never strains for topicality or hand-wrings at the state of Today’s Youth.

Kayla will later deal with scarier and dodgier situations than these run-of-the-mill indignities, even if Eighth Grade mercifully never goes as dark as first-time writer-director Bo Burnham sometimes seem to hint it will. The funny, heartfelt, and utterly original Eighth Grade is a movie about middle school starring real middle school–age kids, to which one might enjoyably take actual middle schoolers—so long as they and their parents are willing to tolerate a reasonably high degree of shared comic embarrassment. Whether or not you currently have a preteen child, every adult has been one, and it’s almost neurologically impossible not to avert your face in burning-cheeked sympathy when Kayla, face to face with the popular girls she both longs to impress and fears like the ego-destroying monsters they can be, can only summon the emptiest sycophantic banter. “By the way, I like your shirt a lot. It’s, like, so cool.” Long pause. “I have a … shirt … too.”

Eighth Grade alternates such moments of hyperreal cringe comedy with more stylized scenes filmed from Kayla’s point of view. A visit to her boorish beloved’s Instagram feed sends her down a social media spiral, captured in a montage of Snapchat selfies and BuzzFeed quizzes set to Enya’s hypnotic New Age classic “Orinoco Flow (Sail Away).” These dreamlike passages often end abruptly with the forced removal of headphones from Kayla’s ears, emphasizing the break between banal everyday reality and the curated fantasy space of social media. But Eighth Grade never strains for topicality or hand-wrings at the state of Today’s Youth: There’s a lightness and simplicity to this affectionate portrait of a girl dipping a first toe in the rushing waters of 21st-century teenagerdom.

Kayla’s omnipresent iPhone can be a vector of social anxiety and low self-esteem, but, like the YouTube videos she posts into the apparent void, it can also serve as a medium of connection. After she’s paired with a high school student (Emily Robinson) for a daylong tour of the school she’s about to move on to, the two become unexpectedly friendly, and a dazzled Kayla gets a glimpse of the only good thing about her current phase of life: Eventually, it ends. “Now I can’t wait to grow up,” she confides to her trusty webcam. But her newfound faith in the future is tested, heartstoppingly, by an encounter with an older boy (Daniel Zolghadri) who tries to pressure Kayla into a too-much-too-soon round of truth or dare.

A scene toward the end will do a thorough job of flushing out any eye irritants that might have been bothering you on the way in to the theater.

The 27-year-old Burnham, making a graceful and assured debut as a writer-director, already has a devoted following as a stand-up comedian. In fact, his career began at age 16 in exactly the place we first see Kayla: YouTube. In his most recent Netflix special Make Happy, Burnham uses his considerable versatility—he can sing, dance, take to the keyboard to pound out his own satirical pop ballads, and generally shift genres and tones on a dime—to mount a protest against stand-up comedy as a form. By the end of the hour, he’s exposed both the raw desire for approval that drives him to perform in the first place and the need for mass catharsis via entertainment that fills seats at comedy shows. At first glance, this kind of confrontational virtuosity would seem at odds with the emotional directness of Eighth Grade, which, though it showcases many acts of intentional and unintentional cruelty, is a deeply kind movie, curious and nonjudgmental even about the characters who in most coming-of-age films would be hissable villains. But some of the same themes that animate Burnham’s stand-up—his willingness to look at aspects of the modern experience that tend to be omitted from the stories we tell, his glee at subverting audience expectations—are also at play in his first feature.

Impressive as Burnham’s achievement is, Eighth Grade could never hit the heights it does without the right actress in the demanding lead role. Elsie Fisher—who was only 14 when the movie premiered at Sundance, with experience as a child voice actor in the Despicable Me franchise—delivers her “like”-heavy dialogue with such naturalism you might think the lines are improvised. But Burnham has said in interviews that the film is more scripted than it appears, and the story beats that it hits in its brisk 90-minute runtime are too precisely timed to be the result of adolescent ad-libbing. Though they get less screen time than Fisher, the rest of the teen actors, especially Jake Ryan as an earnest, geeky boy who takes a shine to Kayla at a pool party, are uniformly wonderful. And as Kayla’s devoted but confounded father, who’s alternately commanded to talk more, smile less, “stop looking weird and sad,” and just shut up and drive her to the mall, Josh Hamilton gives an exemplary performance, funny and sensitive and quietly soul-baring. A late scene by a campfire, in which Kayla’s dad struggles to articulate what watching her grow from babyhood has meant to him, will do a thorough job of flushing out any eye irritants that might have been bothering you on the way into the theater.

Eighth Grade doesn’t overstay its welcome or beg for the viewer’s approval. As Kayla records her last advice video of the school year, mortifying catchphrase and all, you’re sad to see her go, glad for the gains in self-confidence she’s made, and curious to know what she’ll do next. The same is true of Bo Burnham, who, unlike his tentative protagonist, arrives on the big screen already fully grown.

75 Percent of Teen Girls Have Anxiety — What We Can Do About It

ParentMap

Author and researcher Rachel Simmons talks raising daughters in a toxic culture

PUBLISHED ON: JANUARY 17, 2018

 
anxious-teen-girl

Roughly three out of four teenage girls experience anxiety, according to the 2016 Washington State Healthy Youth Survey. Seventy-six percent of tenth grade girls have felt extremely nervous or anxious and 13 percent have attempted suicide.

What is going on and how can we as parents help? We turned to educator and researcher Rachel Simmons. Founder of Oakland-based outreach organization Girls Leadership and leadership development specialist at Smith College, Simmons believes there’s no one reason why so many young women feel anxious.

Still, there is one reason she often sees in her work: more pressure.

“We hope for girls to be smart and brave and interested in STEM fields, but we still expect them to be thin and sexually attractive and have a witty and appealing online presence,” she says. “No matter how many achievements they accrue, they feel that they are not enough as they are … We haven’t really upgraded our expectations, we’ve just added on to the old ones.”

She addresses this pressure and how parents can help their daughters thrive in her latest book, “Enough As She Is” (out Feb. 27).

It’s not a bad thing that we’re instilling more confidence in our girls, Simmons says. The problem is that we’re still raising them in a toxic culture that hasn’t caught up with those new expectations.

“That’s how girls wind up feeling something is wrong with themwhen in fact … something is deeply wrong with our culture,” she says. In the last decade alone, Simmons says she’s seen “the rise of social media, arrival of college admissions mania, and ever more ruthless pressure to be thin tighten the rules of success for girls in punishing ways.”

And that, she notes, undermines the development of their confident, authentic selves. But that doesn’t mean there’s no solution. We asked Simmons why our daughters are experiencing so much anxiety — and what parents can do to help.

Why does more opportunity lead to increased anxiety in teenage girls?

Girls have too many roles to play and too many roles conflict with each other. Add this role overload to the fact that girls continue to need to please others first and be likable. Girls are still raised with a psychology that is trained to think about other people before themselves. This all is a real recipe for unhappiness.

My goal is to give parents tools to help girls carve out a life and a sense of self that feels authentic and important to them that isn’t fully shaped by what other people expect of them. It’s not that challenges are going to go away; it’s about how to manage these challenges. For example, I never tell girls that they are going to stop overthinking things. The question is: Do you know how to manage overthinking and how to understand it?

Got any tips for how to get your teen daughter to actually, you know, talk?

Teenagers are notorious for not wanting to talk when you want to talk. Annoyingly, they’re not interested in talking on your schedule and they want to talk when it’s not convenient for you. If they are deflecting your attempt to talk, ask yourself, ’Is this the right time for them to talk?’ Can you agree upon a different time to talk?

It’s also super important for parents to find that middle way between being authoritarian versus permissive. Kind but firm, gentle, curious and humble. Try saying, ‘There’s a lot I don’t know, and I would love to hear more about what I don’t know; here’s what I am thinking as your parent.’

Every teenager wants to have respect. I’m not talking about them getting to go out until 1 a.m. I’m talking about establishing trust in your teenager’s perspective. That’s being able to say, ‘Hey, listen. There are things you have to tell me’ while [also] standing firm with the fact that you’re the parent and the boss.

And how should you respond when your daughter does tell you something big?

When your child does open up and tell you something big, it’s so important to note that. You say to your kid in that situations, ‘Thank you so much for telling me that.’ Their job is not to serve you by telling you things — their job is to be secretive — so be grateful when they tell you things.

Where does the use of social media come into this?

There’s a real trend of using fear and shame to teach about social media: ‘Your life will be ruined if you do the wrong thing online.’ But teaching through fear and shame isn’t effective for teens.

Social media in and of itself is not harmful — it’s the way in which it’s used that can be harmful. It’s important for parents to make an effort to understand why their kids love it, and to understand their kids are going to make mistakes … Parents need to be clear with their kids about parameters and expectations around use. I don’t think that means being a spy, but you must play a role in how your kids learn to be online through rules and expectations.

In your book, you recommend creating a ‘failure resume’ that lists ways you have failed in your life and sharing that with your daughter. Why?

If you create a failure resume and talk about it with your daughter, you’re desensitizing her to the power of failure. You’re talking about something that’s often taboo and lessening the shame around it. You’re also normalizing failure, making it fun and funny, which makes it less scary. To be comfortable with your setbacks is a muscle that you must flex again and again. It’s a skill.

A failure resume is an ingredient for the recipe [of how to deal with failure]. Essentially my whole book is about this recipe for building resilience. I talk about what is threatening girls and how to respond to it, how to be resilient. I’ve learned that what girls really need are the skills to lean inside as much as to lean in: to practice self-compassion, nourish their most important relations and seek support when needed.

The Harvey Weinstein Challenge: Combating Sexual Harassment In and Out of School

NAIS

I don’t know what the world record is, but I’m pretty sure I’m close: My first experience with sexual harassment occurred within the first 10 minutes on my first shift at my very first job.

Newly hired as a hostess for a local restaurant, I was excited to have landed a summer job between college semesters. I was nervous, too, because I had no idea what to expect. What I definitely didn’t expect was Mr. Leonard.

As the restaurant manager, Mr. Leonard, a married man in his mid-40s, made a point of “joking” with every new hire that while he lived on Maryland’s Eastern Shore, once his car crossed the midpoint on the Chesapeake Bay Bridge on his way to work every morning, he was “single.”

At first, and in my naïveté, I wasn’t quite sure what he meant. It soon became clear. I heard him repeatedly telling obscene “jokes” about sex, and witnessed him ogling and making disgusting comments about waitresses’ bodies to their faces and from behind them. Once, I saw him snap the bra strap of a woman who bent over to take something out of a case. One day he told me he could see the outline of my bra under my hostess dress (which he was staring at) and then sent me home to put on a slip to avoid “offending the customers.”

I lasted two weeks. While the term “hostile work environment” had not yet been coined, I knew emotionally I was in one. Looking back, my most important lesson was recognizing that I left because I couldThe older women did not have the privilege of quitting. Most were caring for children at home, and the loss of income would have been devastating for their families. Their only option was to suffer through it in silence. Besides, to whom could they complain, since the perpetrator was also the boss?

A Pervasive Problem

Sexual harassment was a ubiquitous problem that had no name until the early 1980s, when federal courts defined it as an illegal form of “gender discrimination” in violation of the 1964 Civil Rights Act. The U.S. Office of Equal Employment Opportunity (OEEO) was charged with creating mechanisms for filing complaints and procedures for ongoing enforcement. Later court cases made these new rules applicable to school environments as well.

But, it was not until 1991, during Clarence Thomas’s U.S. Senate Supreme Court confirmation hearings—when Anita Hill famously accused Thomas of sexual harassment, while both were working at the OEEO, which he headed, no less—that the entire nation, all at once, received its first meaningful education about this scourge. Now, it had an official name as well as the force of the federal government behind its adjudication.

As recent high-profile events make clear, nonetheless, sexual harassment remains ever-present in our society, even in the lives of women (and men) who are powerful in their own right. This time, however, I’m much more optimistic about the prospects for lasting awareness and change.

The Prospects for Change

First, and really only within the past five years, American society has finally begun to treat the problem of sexual assault—sexual harassment in its most extreme form—with the seriousness it deserves. Moreover, a new standard for defining “sexual consent” has emerged: What counts is no longer “the absence of no,” but rather “the unequivocal presence of an enthusiastic verbal yes.” This is no mere linguistic change, since as a very practical matter it shifts the onus for establishing consent squarely on the person who desires sexual activity, not the person they desire. Verbal permission before crossing another person’s sexual boundaries is required.

These two developments have been hugely important in helping us and our students to better understand and help prevent sexual assault. Now, as our collective attention is drawn to highly publicized disclosures of chronic sexual harassment perpetrated by powerful, well-known men across diverse businesses and professional fields, another new and potentially transformative element is in the mix: public accountability.

The swift, hard fall from positions of enormous power, status, and wealth for many of these men delivers a resounding message: “This behavior, once and for all, is intolerable and will bring serious consequences.” Public accountability inevitably begets more public accountability, because victims feel supported in knowing they are not alone and can recognize, finally, they were in no way at fault; it also exposes to public scrutiny the hidden malignancies that keep entrenched patriarchy and “toxic masculinity” alive.

What About Our Students?

Sexual harassment statutes pertain only to schools and workplaces, because students must go to school and most people have to work. (If someone is the recipient of catcalls on a particular street, on the other hand, they can simply take another route.) Educational institutions, of course, are both workplaces and schools. Without question, it is incumbent upon all schools to establish policies and practices that provide clear, equitable procedures for reporting, investigating, and resolving sexual harassment complaints—involving students of all sexual and gender identities—and maintaining safe school environments. A recently launched campaign, #MeTooK12, aims to lobby and support schools in improving their efforts. Read about it here.

It’s vital to recognize, though, that most of the sexual harassment today’s students perpetuate and/or experience does not occur in formal settings like schools and workplaces, but within their everyday social interactions, much of it in the form of hostile, cruel, degrading, and coercive online communication. Regardless of venue, though, it is shaped and fueled by the very same patriarchal mix that defines “real” masculinity in terms of superiority, entitlement, dominance, winning at all costs, and the conflation of sex and power.

Before men are men, they are boys. Until parents and schools commit to intentionally raising both boys and girls with high expectations and a single standard of values based on empathy and fairness—with sex and gender being no exception—we can expect these harmful and oppressive patterns to continue. Now is a very good time to take on this challenge. 

Students Weigh in on the Golden Globes, #MeToo and #TimesUp

Teaching Tolerance

After watching highlights from the Golden Globes, this high school class engaged in some deep discussions about advocacy.

I never really expected the Golden Globes to offer me a teachable moment, but it did. Women, dressed almost exclusively in black, spoke with passion and eloquence about restorative justice and “speaking out without the fear of retribution.” They spoke almost in unison about the systemic sexual abuse entrenched in our society and how social movements like #MeToo can help facilitate change.

Men, a few wearing pins reading “Time’s Up” on their lapels, said virtually nothing about the biggest theme of the night. For the most part, they went about business as usual, seemingly unwilling or incapable of using their powerful voices to discuss the issue taking the spotlight. Why aren’t they talking about this? I found myself asking. What should they say be saying if they did speak?

Over the past couple of days, I have been asking my students those questions. Their answers offer some insight into the complexities of advocacy and how we as educators might help empower our students to combat injustices they see, even—or especially—when those injustices don’t directly affect them.

“It’s a women’s issue” was a popular response among boys. “They don’t want to say anything because they are hiding their own assaults and harassment” was popular among the girls. Quickly it became evident that my students were divided along the same lines as that fancy ballroom full of movie stars, directors and producers. The conversation was rapidly leaning toward a dynamic of us versus them.

Many of the students seemed to believe that, in order to speak out about sexual harassment and assault, one must be a woman and/or a survivor. Some, in attempts to clarify those ideas, made connections to the Black Lives Matter movement, which they identified as a movement that white people couldn’t effectively speak out about.

“It is like that Macklemore song,” one student interjected. I know the song, “A Wake,” and pull up the lyrics on my phone: “And my subconscious telling me stop it/ This is an issue that you shouldn’t get involved in/ Don’t even tweet ‘R.I.P Trayvon Martin’/ Don’t wanna be that white dude million-man marching/ Fighting for a freedom that my people stole.” Another student quickly pointed out that Macklemore is talking about race and sexual orientation even though he is white and straight; he is using his platform and his voice to influence change.

 

This idea of ownership kept coming up throughout our discussions. Many students felt that only people directly affected by sexual exploitation could rally behind a campaign to change it. They thought it was disingenuous or fraudulent to fight for a cause that wasn’t “theirs.” Others challenged that idea and pushed their peers to see that those with historical power must raise their voices in support of those trying to gain equal footing.

From there, we shifted to another challenge: not knowing what to do or what to say. The students in my classes, especially boys who had never been on the receiving end of a sexually degrading comment or sexually predatory act, were unsure what to say on the subject. We brainstormed this for a few minutes, first writing down ideas and then discussing what the men at the awards could have said.

“Sorry,” one student volunteered. “They could start by simply saying they are sorry that this has continued for so long, sorry that they heard talk about it or actually witnessed it and didn’t do anything.” Another student took it a step further by suggesting the men could have made a pledge to never look the other way again, but instead challenge sexually exploitative behavior. And still another thought the men’s silence was a good thing. “Maybe they should just keep quiet and let the women talk. Maybe it is their turn.”

From there, some students made connections to their own lives, transitioning from Hollywood to our own hallways. Several drew connections to the anti-bullying campaign our school has run for years now encouraging students to be “Upstanders rather than Bystanders.”

“It is the same thing for sure,” one student said passionately. “How many times have you heard a guy say, ‘Nice ass’ and let it go without calling him out?” Lots of heads nodded.

Of course, this conversation is just the beginning, but the Golden Globes offered a good segue into a discussion of the roles we can play in helping people fight for a cause that might not immediately affect us. Perhaps more than any lesson, I want my students to see the ways in which we are all connected in these struggles.

I am hoping to make 2018 the year of advocacy in my classroom. In two decades of teaching, I have never seen so many opportunities to tap into popular culture and teach students about advocacy—public and active support for a cause or course of action.

#TakeAKnee, #BlackLivesMatter, #MeToo. We’re surrounded by opportunities to teach our students a crucial lesson: An injustice does not need to touch you directly for you to speak out against it.

Knoll is a writer and English teacher at a public school in New Jersey.

9 Great Movies for the Middle School Classroom

Try one of these thought-provoking documentaries to get kids thinking (and learning).

September 01, 2017

If you want to get kids’ attention, show them how an issue affects real people. From bullying to STEM to autism, the topics tackled in documentary movies can open kids’ eyes and encourage discussion. And when they’re shown as part of a lesson, teachers can help students understand and analyze what they’ve seen.

As the definition of literacy continues to broaden — encompassing skills for analyzing not only text-based media, but also visual media, audio, and more — it’s important to include documentary films as part of the classroom content selection. Happily, lots of documentaries either about or targeted at middle school-age kids come with educator resources, so they’re easy to integrate into an existing unit or use in after-school programs.

These are nine of our favorite documentary picks for middle school classrooms. They’re not always easy to watch, but all will strike a chord with middle schoolers and are guaranteed to spark a great conversation.

Bully

It’s heartbreaking and difficult to watch, but this frank documentary is essential viewing for middle schoolers. Ultimately it encourages kids to stand up to bullies rather than stand by, and it reinforces the fact that everyone can make a difference.

Teacher tips: Because the movie addresses suicide and self-harm, it’s important to front-load and frame these intense topics carefully. Make sure you know which students could feel especially triggered by the movie and create a safe space for students to share their own experiences. Emphasize how kids can be empowered to help each other and what resources are available. Classes could even come up with action plans to address whatever bullying might exist in their school.

Available resources: Tools for Educators

Girl Rising 

The stories shared in this informative, intense film aren’t always easy to hear — it touches on topics ranging from inequality to human trafficking, child marriage, and more — but nothing graphic is shown, and kids who watch are guaranteed to want to talk about it.

Teacher tips: Before watching the movie, kids can create a timeline of their own childhood up to this point, highlighting the most important events. And what do they plan for the future? Since some kids will be shocked by what girls face in various places, make sure to prepare them for some of the more intense issues, like rape and trafficking. Then explore what their timelines might look like and how past events might affect the futures of the girls in the film. Focus on the resilience of the featured girls and how they see education as a path to a better future.

Available resources: Regional Ambassador Program

He Named Me Malala

Moving, intense, and also delightful, this film about Nobel Prize-winning Pakistani teen Malala Yousafzai introduces viewers to the inspiring role model while simultaneously making her a relatable teen. Meet your students’ new BFF.

Teacher tips: One way to frame this one is through the idea of superheroes: Usually, something extraordinary happens to an ordinary person, and their lives change. How is this also true for real-life heroes? Some kids in your class have probably heard her name, so tap into their prior knowledge before watching the movie, then talk about how her path follows one similar to a superhero’s. What does it take to be a real-life hero? Have kids explore topics that are important to them, and document their steps to make a difference in that area.

Available resources: Students Stand with Malala

I Am Eleven

Powerful and poignant, this film follows 11-year-olds from around the world (Australia, Bulgaria, China, France, Germany, India, Morocco, Japan, Sweden, Thailand, the United Kingdom, and the United States) as they share their thoughts, triumphs, and challenges.

Teacher tips: Encourage kids to find connections between their own experiences and the ones in the movie, then explore the differences. What do they have in common with one or more of the kids in the film? What’s different from their own experiences? Consider having students become virtual ambassadors to a featured country and do research around school, family, and culture.

Available resources: Educational Screenings Kit

If You Build It

Want to show teens that they have the ability and the talent to make a difference? Then check out this empowering story of young people who learn the skills to create something (a new farmers’ market for their rural community) and actually get to do it.

Teacher tips: Seeing these teens and adults work together to solve a problem/provide a service in their community can be a jumping-off point for a similar project in your own community. Ideally, and depending on your resources, kids can identify a problem to solve or a service to provide. Then they can figure out the best ways to implement the plan (and hopefully do it!), which can be a great cross-curricular opportunity.

Available resources: Educational DVD Copies

Life, Animated 

This incredibly moving documentary beautifully captures the emotional story of a young man with autism and his lifelong love of Disney movies, which allow him to process the world and communicate with the people he loves. It’s sweet, funny, and relatable.

Teacher tips: Teachers can take this in a number of directions: You could talk about ASD and other learning differences that can affect how people interact with the world. Kids can then connect that to their own learning process and identify something — like the Disney movies in the film — that helps them in their process. Or you can focus on communication and the power of storytelling. Which stories serve as a window into your students’ world? They can create personal stories that might also help others.

Available resources: Curriculum for Educators

Right Footed

Kids are sure to be inspired by the story of Jessica Cox, a young woman born without arms who’s had a significant impact as a role model, motivational speaker, and activist for people with disabilities.

Teacher tips: Jessica’s story is a great example of overcoming what seems like a limitation and working with it in order to excel and thrive. Kids can identify their own strengths and challenges and create a visual representation of how they can overcome those struggles. In a museum-style exhibition, kids could display their artifacts with an artist’s explanation.

Available resources: Educational and Private Screenings

Underwater Dreams

Looking for a story to drive home the importance of STEM in schools? Try this feel-good true story about a group of low-income teens who beat groups from renowned universities (including MIT!) in a robotics competition.

Teacher tips: Talk about the students’ journey to success. What roadblocks did they encounter? How did they overcome them, what character strengths helped them, and how did others support them? With awareness around your classroom climate, you can also discuss the issue of documentation and what it means. If someone is undocumented, what are some of the potential challenges? Finally, talk about STEM and its importance. How do the students in the film show that STEM can go far beyond the classroom? Kids are bound to want to create something after watching, so capitalize on that inspiration and let them innovate!

Available resources: Including working with Title I Students, STEM, and the DREAM Act

Wonder Women! The Untold Story of American Superheroines 

Holy girl power, Batman! This knockout film looks at the historical context of Wonder Woman origins and explains how she’s changed over the decades — yet how the need for girls and women to see powerful images of themselves really hasn’t.

Teacher tips: Kids can explore gender representations from different decades and determine what the messages are — and have been in the past — for girls and boys. How have things changed, if at all? Why does it matter? For a broader conversation, kids can talk about why representation matters in general and create their own superheroes to show which qualities and characteristics they’d include.

Available resources: Guides