I just finished reading an excellent article in the School Library Journal titled The Boy Problem. As the mother of a baby boy, I read with personal and professional interest. As my husband and I are both avid readers, we naturally assume that our son will also turn out to be one. We’ve filled his room with tons of books - cute and tactile board books along with our favourite classics for him to grow into. We could never possibly have a ‘reading problem’ with our son, could we? Leonard Sax sets out to discuss in this article the much discussed and researched issue of boys lagging behind in reading achievement and enjoyment. As one boy claims in this article, “I’d rather be burned at the stake that read a book!” How can librarians – and parents – start to change this gender gap in reading?
It was interesting to note, according to Sax, that video games have played a significant role in replacing boys’ leisure time pursuits. Forget the hand-eye coordination excuse! Video games and hand held digital devices are taking up too much time. I recently observed my 12 year old nephew with fascination as he worked with his iphone. It is so full of ‘apps’ and digital activities that he was happily content to sit with it for an hour, oblivious to the world around him. He was ‘lost’ in it, like many of us get lost in a good book.
More importantly, I found Sax’s point about the changing role of masculinity interesting. Sax claims that popular culture has transformed role models for boys. Look at some dads of television that our boys are watching: Family Guy, American Dad, The Simpsons. None of them are ever portrayed pursuing reading, or even anything that does not follow a laugh track. Goofiness, laziness, stupidity, and slacking off are funny and are constantly represented on TV. On all of these shows mentioned, it should be noted that it is the female figures – the moms and sisters - who are often the smarter voices of reason and stability. Talk about entrenched gender stereotyping in every episode!
Back to the question of “what can we do?” Sax suggests that we aim to meet the needs of squirmy, talkative boys. For example, librarians could institute a “Noisy-Time Storytime” wherein students are invited to not sit quietly, but rather to actively participate in the story as it is read, making comments, sit, stand, and lie down, and tap, click and rock as needed.
Sax also suggests and revisiting of the curriculum in general to meet the needs of boys at their developmental level. A five year old boy, for example, in Sax’s opinion, is possibly not ready to be taught to read. He equates this with trying to teach a three year old girl to read, for instance.
Myself, I will continue to make quality book purchases that I think are best aimed at their hard to please readers. Moreover, as librarians, we should be enlisting the help of boys when looking at print and online catalogues. The more involved they are in the process, the more likely they will become active participants in the school library.
Lastly, despite the foreboding nature of the research on this topic, my husband and I will quietly and doggedly continue to read to our toddler each night, and ply him with books at each stage in his developmental years!
Sax, Leonard (2007). The Boy Problem. School Library Journal September 2007.
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