Language, Male Underachievement and Popular Culture

“Language is not a genetic gift, it is a social gift. “-Ludwig Wittgenstein. Men and women perceive language and language acquisition differently. Within the education system, there are certain subjects that have been traditionally viewed as feminine; among these are English Language and Literature. In fact, those subjects which have a heavy concentration of reading and writing are disowned by boys. The refusal of boys to connect with such subjects needs to be interrogated more so as to decisively speak about how language impacts both sexes in differ ways. Boys oftentimes feel restricted regarding the usage of language especially in formal settings such as that of a classroom. While the classroom should be a safe space, the reality runs counter. Our schools and indeed classrooms are frequently sites of conflicts, bullyism and unresolved disputes. Boys are more likely to refuse to answer questions in situations of co-educational settings due to the likelihood that girls may laugh at their responses. Teenage boys in particular are more conscious of themselves and their brand; language undoubtedly, is an extension of both. A few seasons ago there was a situation in a class involving a male student who objected to the use of the word ‘promise’. He confidently stated that the word is feminine and men should move away from using the word. Interestingly, a number of his fellow male students were in support. The girls in the class who are very vocal were surprisingly quiet concerning this issue. The young man went on to say that men should instead speak about, ‘keeping their word.’ There are other words that have been corrupted such as ‘come’, forward is the preferred word. The word ‘bottom’ is shunned in the public space, base is preferred. The word ‘eat’ is widely avoided, instead this strand of masculinity dictates that we use the word consume. While this incident may appear insignificant to some, it speaks to wider issues surrounding how men and women, boys and girls process language in opposition. Boys are more comfortable speaking in the dialect. Being in a classroom setting repeatedly is like being in a hostage situation for most boys where their views and movements are restricted. This reality is compounded since many educators do not see the need to scaffold and validate the expressive nature of these boys. This gendered approach to language contributes to the difficulty an increasing number of boys experience while transitioning to the Caribbean Standard English (CSE). This lack of proficiency is highlighted in both boys and girls in various disciplines, such as, limited vocabulary, poor comprehension skills (especially at the inferential level), poor grammar, mechanics and spelling. These issues continue to be problematic for many students in the Caribbean. Male Underachievement. We live in a society in which boys who display school smarts are often ridiculed as effeminate by peers and even adults in areas where academic excellence by males is typically devalued. Male underachievement is more a socio-political issue than an educational one. Social and cultural factors have influenced the various ways in which masculinity is defined. Masculinity and what it means to be a man does impact the education of our boys. Many boys view the school experience as feminine. One has to ask, to what extent is the curricula gender fair? Is it inclusive and strikes a balance of multiple experiences? Are our students being affirmed with the National Standards Curriculum? The gendered approach to socialization is also another important element regarding how boys process and perceive the curriculum. Our boys’ life choices are severely circumscribed by the dominant notions of masculinity competing with “multiple masculinities” in the society. Many boys, especially in a homophobic society, are forced to remove themselves from any association with the feminine curriculum. One glaring example of boys removing themselves from perceived feminine curriculum is the continuous poor performance of our boys in English Language in the Caribbean Secondary Education Certificate (CSEC) examination. Boys who speak or attempt to speak Standard English are called derogatory names and ridiculed almost daily by their peers. The dominant notion of masculinity in the wider Jamaican society is one in which to speak Standard English is tantamount of being isolated by one’s peers and the accompanying question marks surrounding one’s sexual orientation. Popular Culture. Popular culture is the set of practices, beliefs, and objects that embody the most broadly shared meanings of a social system. It includes media objects, entertainment and leisure, fashion and trends, and linguistic conventions, among other things. Culture is never static. The dynamism of culture is seen all around, in our schools, churches and places of work. To a great extent we have allowed popular culture to be dictating the terms and references of the educational space. However, there is a time and place for everything. The fact is the policy makers have increased the number of teaching sessions for English Language to five hours weekly. Will this policy move bring about the desired outcomes? In many instances, teachers are timetabled for subjects which they have no training to teach and are uncomfortable teaching. Are these realities taken into account in the deployment of human resources? Societies continue to move away from consultations and consensus building to the detriment of the students. Social Gift. Our schools must be seen as language friendly institutions. Unfortunately, too many of our students are traumatized in the classroom. As a society we should not be surprised given the double standard gendered approach to how we socialize our children. This process of socialization allows boys the freedom to roam and explore, while girls are restricted to the home and academia. The acquisition of language is therefore embedded socially in the society through the various agents of socialization namely, the family and school. Caribbean governments must therefore rise to the challenges and implement a paradigm shift. Caribbean governments must accordingly redouble their efforts to unlock the creative potential of their people in order to achieve greater outcomes from the educational system. In the words of Nelson Mandela, if you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart. Wayne Campbell is an educator and social commentator with an interest in development policies as they affect culture and or gender issues. waykam@yahoo.com @WayneCamo © #language #masculinity #schooling