Boys to Men:

In the past, societies that survived did so by socializing their sons to be disposable—in war and at work. They socialized boys to risk their lives by methods such as honoring those boys who took the greatest risks as “heroes”—and sanctioning heroes as the most eligible for sex, love, marriage and fathering. Questioning this means reexamining our parenting, our values, our teaching, our investment in male disposability, and thus every education and human services discipline.  For example:

Mental Health- Why boys’ suicide rate goes from equal to girls to five times girls’ as boys adapt to the masculine role. How our sons’ mental health is defined differently if heroism is to include a willingness to be disposable than it will be if our sons’ health is a top priority. Why our sons are about a half-century behind our daughters psychologically. The impact of fathering on our sons’ psychological development as boys, and on their mental health as adults.

Education-As our schools focused their binoculars for a half century on girls’ education, what did they miss about boys’ education? Why understanding our sons—and daughters—requires a multi-disciplinary approach broader than the social sciences. What our schools need to do to prepare our sons for a future of changes in “men’s work” and to be successful in what is now usually “women’s work.” 

Science/Biology/Medicine- How boys and girls’ brains differ even in the womb.  When aspects of boys’ brains are adaptive to the past but not the future, what can we do, and what should we do? When should schools and parents adapt to boys’ nature; when should schools and parents help boys adapt to a more functional future? Why research in neuroplasticity and the brain’s RCZ (rostral cingulate zone) helps us see that nature vs. nurture is a false dichotomy. Why American males died only one year sooner than females in 1920, but die five years sooner today.

Sociology-In the past, boys without a high school education could work in construction, agriculture and manufacturing; how do we prepare these boys for industries that will be growing rather than shrinking? What is the power of father involvement in boys’ economic and social mobility, personal happiness, and social competence?

Dr. Warren Farrell graduated from Montclair State University in 1965. He has since been chosen by the Financial Times as one of the world’s top 100 thought leaders, and by the Center for World Spirituality (in 2011) as one of the world's spiritual leaders. His books are published in over 50 countries, and in 15 languages. They include two award-winning international best-sellers, Why Men Are The Way They Are plus The Myth of Male Power.  Dr. Farrell is currently the Chair of the Commission to Create a White House Council on Boys to Men, and is co-authoring Boys to Men with John Gray (Men are from Mars, Women are from Venus).