ABSTRACT
For all its popularity in everyday idiom, the term ‘‘role model’’ has rarely been defined. A role refers to any pattern of behavior involving expectations, obligations, and duties. Unlike a stage role (from which the term originates: the French roˆle was a script from which actors read their lines), the role, in this sense, is not defined but is a more flexible assembly of semi-permanent presumptions or conjectures of how to behave and perhaps what values to hold. The person occupying the role has probably internalized others’ expectations to the point where he or she enacts the role without constantly reflecting. Yet, the role is actually being created anew at every second. It is never a mold into which an individual actor can fit and, as such, is always open to negotiation. The term ‘‘model,’’ like ‘‘role,’’ is used in a variety of ways. In this
sense, it refers to something which is observable and which is emulated, or imitated. So, a good or positive role model stands as an ideal person who is worthy of copying. Some schools of thought suggest that role models, as defined in this way, perform important functions since a part of SOCIALIZATION involves simulation of others’ speech and behavior, acceptance of their beliefs and values, and repetition of their mannerisms and even affects, or at least how they express them. The process through which this takes place is known as MODELING, and there is a body of research on this subject. In her analysis of EATING DISORDERS, Antonia Baum asserts, ‘‘pro-
minent athletes frequently become role models.’’ An athlete whose desired GOAL is to lose weight would be a poor role model; as would one who succumbs to a GAMBLING habit, as Thomas Miller et al., discuss. Douglas Kellner suggests an additional caution: ‘‘Although it is positive for members of the underclass to have role models and aspirations to better themselves, it is not clear that sports can provide a means to success for any but a few.’’ Even allowing for the uncertainty of whether it actually is ‘‘posi-
tive’’ for members of the so-called ‘‘underclass’’ to have role models, Kellner presents a case for discouraging young people from using sports figures as exemplars, except perhaps in the emulation of hairstyles, tattoos, jewelry, and other types of adornment. But, at deeper levels, research indicates that less glamorous figures have a more beneficial impact. For example, Bradley Cardinal concluded that leaders in health, physical education, recreation and dance (HPERD) ‘‘have the power to profoundly affect children’s attitudes and behaviors.’’ Cardinal’s use of role modeling suggests his emphasis is on the emula-
tors or followers who observe and attempt to arrange their behavior,
form opinions, develop their values or structure their ambitions on those of their teachers.
