Sir, - Your Editorial of January 2nd discusses the introduction of a new programme entitled "Exploring Masculinity" for transition-year boys in selected schools. Frankly, I was shocked that in an era of gender equality you failed to challenge such blatant sex bias emanating from the Department of Education and Science in collaboration with ASTI.
What about girls and their need to explore femininity? The provision of education programmes which serve to offer insight into male and female identity are crucially important for an understanding of the self, and the self in relation to others, and to work, in a world of rapidly changing gender roles. Role strain is inevitable as we move from a taken-forgranted set of realities to new and potentially threatening ones. The education process has a crucialrole to play in making this transition a normal part of development and I call on the Minister for Education and Science, Mr Martin, to broaden his progressive proposal by setting up programmes for both sexes which should be compulsory in all schools.
I would also suggest that to effectively influence change in perception, behaviour and identity, children in 5th class at primary level should be targeted with follow-up programmes throughout second level, rather than the 5th-year focus of the current proposal. The "spin-offs" would be enormous from an individual and collective perspective. For example, we would potentially witness a greater willingness by second-level students to make non-traditional career choices. The present lack of change, despite gender awareness and increased choice in some schools is of concern to educators and is written about by Anne Byrne and Kevin O'Sullivan (January 5th).
Feeling comfortable with roles imposed by new sociological and technological processes, and with role change where necessary, should be the aim of this programme. My own current research on the self-identity of mature women students who perform multiple roles of mother, spouse and student points to the structural and personal difficulties involved in taking up new roles later in life. Many of these difficulties could be minimised by early role exploration education.-Yours, etc.,
Noreen Coveney O'Beirne, Heatherdale, Castletroy, Co Limerick.