Impact on Girls’ Goals and Aspirations Essay Case Study

Impact on Girls’ Goals and Aspirations Essay

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Impact on Girls’ Goals and Aspirations Essay

Sheryl Sandberg and Anna Maria Chávez on ‘Bossy,’ the Other B-word

http://online.wsj.com/news/articles/SB10001424052702304360704579419150649284412

Confident girls are often called the other B-word, and it can keep them from reaching their full potential, write Sheryl Sandberg and Anna Maria Chávez

By SHERYL SANDBERG and ANNA MARIA CHÁVEZ

March 7, 2014 7:01 p.m. ET

Said directly or implied, girls get the message: Don’t raise your hand too much. Keep your voice down. Don’t lead. Erin Patrice O’Brien for The Wall Street Journal

We were bossy little girls.

Sheryl Sandberg Bloomberg News

Sheryl: When my brother and sister describe our childhood, they will say that I never actually played as a child but instead just organized other kids’ play. At my wedding, they stood up and introduced themselves by explaining, “Hi, we’re Sheryl’s younger brother and sister, but we’re not really her younger brother and sister. We’re her first employees-employee No. 1 and employee No. 2.”

From a very young age, I liked to organize the toys in my room, neighborhood play sessions, clubs at school. When I was in junior high and running for class vice president, one of my teachers pulled my best friend aside to warn her not to follow my example: “Nobody likes a bossygirl,” the teacher warned. “You should find a new friend who will be a better influence on you.”

Anna Maria Chavez Associated Press

Anna: The Latino community of my childhood had clear expectations for each gender: Males made decisions, and females played supporting roles. My brothers and I used to play war with the neighborhood kids. Each child was assigned to a team to prepare for battle. As the only girl, I was always sent to collect ammunition (red berries from nearby trees). One day, I announced that I wanted to lead the battalion. The boys responded, “You are really bossy, Anna, and everyone knows a girl can’t lead the troops.”

Fortunately, I saw my mother break this mold by running for our local school board. One of the most vivid memories of my childhood was hearing people come up to my father and say that it was inappropriate for his wife to run for office and having him tell them that he disagreed and was proud of her.

Although the two of us come from different backgrounds, we both heard the same put-down. Call it the other B-word. Whether it is said directly or implied, girls get the message: Don’t be bossy. Don’t raise your hand too much. Keep your voice down. Don’t lead.

The word “bossy” has carried both a negative and a female connotation for more than a century. The first citation of “bossy” in the Oxford English Dictionary refers to an 1882 article in Harper’s Magazine, which declared: “There was a lady manager who was dreadfully bossy.” A Google Ngram analysis of digitized books over the past 100 years found that the use of “bossy” to describe women first peaked in the Depression-era 1930s, when popular sentiment held that a woman should not “steal” a job from a man, and reached its highest point in the mid-10s as the women’s movement ramped up and more women entered the workforce.

Most dictionary entries for “bossy” provide a sentence showing its proper use, and nearly all focus on women. Examples range from the Oxford Dictionaries’ “bossy, meddling woman” to Urban Dictionary’s “She is bossy, and probably has a pair down there to produce all the testosterone.” Ngram shows that in 2008 (the most recent year available), the word appeared in books four times more often to refer to females than to males.

Behind the negative connotations lie deep-rooted stereotypes about gender. Boys are expected to be assertive, confident and opinionated, while girls should be kind, nurturing and compassionate. When a little boy takes charge in class or on the playground, nobody is surprised or offended. We expect him to lead. But when a little girl does the same, she is often criticized and disliked.

How are we supposed to level the playing field for girls and women if we discourage the very traits that get them there?

Social scientists have long studied how language affects society, and they find that even subtle messages can have a big impact on girls’ goals and aspirations. Calling a girl “bossy” not only undermines her ability to see herself as a leader, but it also influences how others treat her. According to data collected by the National Longitudinal Study of Adolescent Health, parents of seventh-graders place more importance on leadership for their sons than for their daughters. Other studies have determined that teachers interact with and call on boys more frequently and allow them to shout out answers more than girls.

It’s no surprise that by middle school, girls are less interested in leading than boys are. Sixth- and seventh-grade girls rate being popular and well-liked as more important than being perceived as competent or independent, while boys are more likely to rate competence and independence as more important, according to a report by the American Association of University Women. A 2008 survey by the Girl Scouts of nearly 4,000 boys and girls found that girls between the ages of 8 and 17 avoid leadership roles for fear that they will be labeled “bossy” or disliked by their peers.

And “bossy” is just the beginning. As girls mature, the words may change, but their meaning and impact remain the same. Women who behave assertively are labeled “aggressive,” “angry,” “shrill” and “overly ambitious.” Powerful and successful men are often well liked, but when women become powerful and successful, all of us both men and women tend to like them less.

Even our most successful and celebrated female leaders cannot rise above these insults. A foreign-policy adviser once described former British Prime Minister Margaret Thatcher as “the bossy intrusive Englishwoman.” Susan Rice, the U.S. national security adviser, was described as having a “bossy demeanor” by a fellow diplomat, while Supreme Court Justice Sonia Sotomayor has been described as “difficult” and “nasty” by lawyers.

The phrase “too ambitious” is leveled at female leaders from Madeleine Albright to Hillary Clinton and perpetuates our most damning stereotypes. Retired Supreme Court Justice Sandra Day O’Connor has a pillow in her California home that declares: “I’m not bossy. I just have better ideas.”

This doesn’t only affect women at the highest levels of power. Over the past year, I (Sheryl) have traveled around the world speaking about my book, “Lean In.” From Beijing to Minneapolis, I have asked groups of men and women to raise their hands if they’ve been called “too aggressive” at work. Time and again, a small fraction of men raise their hands, while a great majority of women shoot a hand into the air and sometimes two. At Howard University, I asked a group of female students if they had been called “bossy” during their childhoods. From within the sea of waving hands, one woman shouted, “During my childhood? How about last week?”

These stereotypes become self-fulfilling prophecies. Despite earning the majority of college degrees, women make up just 1925 of the U.S. Congress, 525 of Fortune 500 CEOs and 1025 of heads of state. Most leadership positions are held by men, so society continues to expect leadership to look and act male and to react negatively when women lead.

The irony, of course, is that so-called bossy women make great leaders. And we need great leaders. Our economic growth depends upon having women fully engaged in the workforce. Our companies perform better with more women in management. And our homes are happier when men and women share responsibilities more equally.

It’s time to end the gendered speech that discourages girls from an early age. So the next time you hear a girl called “bossy,” do what CBS anchor Norah O’Donnell advised: Smile, take a deep breath and say, “That girl’s not bossy. She has executive leadership skills.”

Ms. Sandberg is COO of Facebook and the founder of LeanIn.Org. Ms. Chávez is CEO of Girl Scouts of the USA. Ban Bossy, their new public service campaign to encourage leadership in girls, is at banbossy.com.

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. 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The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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