Factors Influencing Children as They Consider Role Models

5) Relevance of Including Role Models in the Curriculum

Assibey-Mensah (1997) indicates that role models can help students become better and more productive citizens, they can contribute to students’ self-esteem and self-worth, they can help students become more law-abiding and responsible citizens, and they can influence students to accept and pursue goals. Furthermore, “the perceptions and values often associated with role models can help mold their [students’] personal development in a society in which the problems plaguing their existence continually lead to their inability to live to their fullest human potential” (Assibey-Mensah, 1997, 243).

Bromnick and Swallow (1999), while reviewing the positive aspects of role models on children, cite a U.S. study of adolescent males convicted of juvenile homicide. The subjects consistently reported they had no positive role models or heroes. The authors assert that role models can help students achieve a sense of personal identity, which is one of the most important goals for successful development during adolescence. By having a variety of role models, children are exposed to diversity and difference. They also get affirmation “that their race and gender are worthy of representation” (Anderson & Cavallaro, 2002, 168). Furthermore, in Redding’s (1997) study with deaf children he notes that role models and significant figures in children’s lives are known to have influence on identity, self-confidence, and goal attainment.

Zirkel (2002) has many arguments about the benefits of students choosing role models who are the same race and gender. If students have same gender and racial role models, this allows the students to see the possibilities they have for their futures. For example, if a female Hispanic student has a role model who is female, Hispanic, and perhaps a doctor, the student is able to see more easily the possibilities of becoming a doctor. The role models can provide valuable information to address concerns that students might have about how they fit into the larger social context and whether society has a place for them (Zirkel, 2002). Zirkel (2002) believes that role models model more than just roles—they also model specific aspects of desirable roles such as wealth, social respect, and intelligence, as well as psychological constructs such as the importance of striving towards one’s goals (360). He claims, “social scientists have long noted the importance of role models in psychological development and in the development of young people’s goals and aspirations” (357).

While there are many benefits to having role models, it may lead to high expectations of being unrealistically perfect which can be demoralizing as one strives to be like the chosen role model (Solomon, 2002; Allen, 1994). Anderson (2001) mentions when students choose role models from television they are sometimes set up for disappointment because the characteristics of those role models are unattainable. Furthermore, Lockwood and Kunda’s (2000) research indicates the importance of attainability as well as relevance. If individuals choose role models that have similar attributes or features as their own, then the role models will be more relevant. This will result in individuals having more positive feelings because they believe they can achieve what the role models have achieved. Regarding attainability, if the role model’s success seems attainable then the individuals will be inspired because they will be able to achieve a similar level of success (Lockwood & Kunda, 2000).

Through students becoming consciously aware of role models, they will realize the importance of having role models throughout their lives. As well, it is important for students to be involved in developing the curriculum so their voices are heard.

The review of this literature has supported our initial assertion that there is a need for the inclusion of role models in the curriculum. It is our endeavour as teacher researchers to inquire about the choices children make for role models and see how we can use these findings in our daily practice. As well, we hope to make children cognitively aware of the process by which they make their identifications and choices. We leave you with the words of Solomon’s (1997) study: “… their [the children’s] lives were inspired by role models, they, in turn, are convinced they can make a difference in the lives of the next generation” (405).