In the beginning of the school year, my child set a personal target: to earn Honours with Distinction. After making the honour roll last year, I was filled with pride as I watched her collect certificates alongside her friends, who also achieved commendable accolades across various subjects, including Science, Math, and the Arts.

On our way home, I noticed a shift in her demeanor; she was pleased yet contemplative. It became evident that this experience ignited a desire for more from herself.

The following day, she excitedly shared her aspirations with her friends, who quickly rallied around her with support, eager to collaborate and study together. Their mutual encouragement was heartwarming, and it proved effective; she reached her goal, falling just short of Highest Distinction by a mere 2%, which she accepted without disappointment.

Determined to succeed, she made sacrifices, focusing solely on hockey while letting go of other sports and activities. She embraced her new choices and thrived.

During the awards ceremony, I observed a notable trend: the majority of high achievers were girls, while the majority of teachers distributing the awards were women, a stark contrast to the fewer men in attendance. This observation prompted a discussion with my wife, who noted that the prevalence of female educators was common across schools.

As the principal, a relatively young man, took the stage, I sensed an awkwardness in his attempt to entertain. His efforts to compliment his VP, a seasoned female educator, seemed misplaced, as her expression conveyed discomfort. This moment made me question the effectiveness of a male leader at the helm of a predominantly female faculty.

I pondered the implications of this dynamic on the young girls present. Were they internalizing messages of patriarchy, and what lessons were they learning about leadership and gender roles? Research indicated that in my province, a mere 33% of elementary and junior high principals were women, and this figure only slightly improved in high schools.

While the national statistics showed a more balanced representation in public schools, the teaching profession remained predominantly female, with 77% of educators being women. This imbalance in leadership roles raises concerns about the enduring presence of patriarchy in education.

A thought-provoking article by Mary Cappelli, who juggles multiple advanced degrees while navigating the complexities of academia, further emphasizes the challenges women face in male-dominated environments. Her experiences provoke reflection on how gender impacts professional opportunities and recognition.

Raising my daughter with a strong sense of independence is paramount. She is resourceful, capable of building shelters, proficient in archery, and skilled in various practical tasks. Her creativity shines as she crafts personalized gifts for friends, showcasing her diverse talents.

Despite her achievements, I remain conscious of the societal challenges she may face as a girl. Instances of bullying and aggression are prevalent, and I strive to instill resilience and empathy in her.

Recently, she witnessed a distressing situation involving a friend, where the need for intervention became clear. I encouraged her to stand up for what was right, emphasizing the importance of friendship and support in difficult times.

Ultimately, the messages we send our children about gender roles and leadership shape their perceptions of the world. As we navigate these complexities, it's essential to foster environments where all children can thrive, free from the constraints of outdated notions of patriarchy.