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Masterminds and Wingmen: Helping Our Boys Cope with Schoolyard Power, Locker-Room Tests, Girlfriends, and the New Rules of Boy World

Product Description

Used Book in Good Condition

Imported from USA

Q&A with Rosalind Wiseman

Rosalind Wiseman Q. Why turn your attention to boys? Haven’t they always been in an advantageous position? What has

A. While in some ways it seems indisputable that boys have an advantage over girls, it depends on how you define
“advantage.” Yes, some boys have social status and power that enables them to silence others—boys and girls alike. Some
boys can use their advantage to hurt others and not be held accountable. But I don’t think of it as advantage per se
because it’s impossible to have meaningful connections and relationships with other people when you feel entitled to use
those people. And in regards to many boys in middle and high school who’ve barely started puberty, if you asked them who
has more advantage, them or the ninth-grade girl who looks like she’s eighteen, they’d laugh at you. To them it seems as
if girls have all the power.

Q. I know you wrote this book with boy editors from every walk of life—were you surprised by what the guys revealed to

A. Yes! I knew that boys had complex emotional lives, but there was a lot I didn’t know. For example, it’s funny, but
boys hate it when their parents pick them up from school or practice and ask a million questions. Other things I learned
are more serious. I didn’t realize how often adults dismiss boys’ feelings, or that boys regularly have experiences
where people assume they’re either hormone-crazed jerks or lazy slackers—or both. I also didn’t realize how complicated
lying is in “Boy World.” Boys lie for many different reasons and our (adult) responses when we catch boys doing it need
to reflect an understanding of the reason they lied in the first place. If we don’t understand it, we can’t impart
whatever values we want to teach boys.

It also surprised me that so many boys and young men volunteered to help me with this project. Within six months I had
more than 150 boys, aged eight to twenty-four, signed on as editors. They came from all over the country and every walk
of life: private East Coast boarding schools, New Orleans’s 7th and 9th ward public schools, working-class communities
in the Midwest, Southern California suburbs, and every other type of educational environment imaginable. These boys
assisted me throughout the writing process to make sure the book was accurate and relevant and captured the lives they
really lead.

Q. How do you think this book will help parents to assist boys in navigating the middle and high school years?

A. I am hoping it will make parents realize that behind a boy’s silence or glib assurance that “I’m fine” is a person
with deep emotional needs—one who wants meaningful relationships with adults whom he can believe in. Parents can support
the emotional lives of their sons without making them soft or unable to handle life’s challenges and hardships. Giving
boys the skills to be socially competent when they’re in conflict or upset with someone is the way for them to be truly
secure. The boys want and need this support. I hope this book will help move the conversation forward.

Q. What can teachers, coaches, and school administrators get from this book?

A. First and foremost, they’ll gain an appreciation of how critical they are in helping boys to believe what honorable,
courageous men they truly can be. Boys often see how hypocritical adults can be, and that disillusionment can make a boy
not follow his passions. It can make him disengage from the things and people he values most. Every day, educators have
the opportunity to be role models of what it looks like to be just, fair, and honorable. They also have the opportunity
to be bullies, abusers of power, and cowards. I want educators to read Masterminds and really hear what the boys are
saying about the two kinds of men that exist in their lives, and having heard it, to strive to do their best for the
boys in their charge.