Conducting an internet search for “boys” and “role models” yields titles such as:

• The Importance of Positive Male Role Models
• Mothers Raising Boys Alone Without Male Role Models
• The Role Model Crisis
• How Important are Male Role Models for Troubled Boys?

The range of articles provide insight into some intriguing perspectives.  At first glance, one might conclude that it is simply a matter of hiring more male teachers to model appropriate behaviour to boys.  Yet, findings are mixed with regard to the impact of a gender balanced school staff.  Additionally, it is shortsighted to conclude that it is only boys who are lacking exposure to positive male role models.  One consistency in the literature is the recognition of the societal reality that a significant proportion of our young male population is growing up in homes where there is little or no exposure to a positive male role model.

Nearly 20% of Canadian children live with single parent families – most of those single mothers.  Those students attend schools where, according to the Canadian Teachers Federation, nearly three quarters of teachers are female.  As such, there are fewer and fewer opportunities for youth to encounter potential male role models.  This long developing trend continues to be a societal issue in Canada, the United States, and elsewhere.

Through observation of our environment, we hone our ability to appropriately respond to the stimuli around us.  A significant percentage of male students have, at best, few adult male role models from which to learn such behaviour.  At the worst, they are exposed negative or destructive behaviour that serves as a poor example of the male contribution to society. Opportunities to observe positive adult male role models are limited for a significant number of youth.

It is human nature to look to others for cues on how to act, speak, and conduct oneself.  In the absence of role models, boys may take those cues from anyone ranging from peers to misogynistic sports or entertainment stars.  What is called for is someone close at hand who can demonstrate what it looks like to be a good husband, father, or friend.

It cannot be assumed that a balanced teacher gender ratio would necessarily address the issue, for it is not a matter of having more males in the school; it is a matter of having the right males.  While hiring practices may be part of the solution, other exposure opportunities need to be created as well.  These may occur through mentorships, encouraging male volunteers in the school, and providing support for out of school activities geared toward establishing relationships between youth and positive male role models.

Without examples to guide the way, how can boys expect to learn appropriate behavior and positive, nurturing responses?  The issue is certainly not confined to boys alone.  Just as valid are questions related to girls`persepectives of what appropriate adult male behaviour looks like.  Of course, that in turn leads to a discussion of what constitutes typical male behaviour vs. typical female behaviour, and if there is (or should be) and difference between the two.

There are no easy answers.  This topic seems to generate question after question and is laden with stereotypes, assumptions, and personal values.  As such, it is important to focus on facts, and let our decisions be informed by what we know rather than what we think we know.

A lack of male role models is clearly one element of a much deeper issue.