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DOCUMENT RESUME RC 021 173 ED 412 052 Dal Vera, Anne AUTHOR Facing Women's Fear of Failure: An AWEsome Experience. TITLE 1996-00-00 PUB DATE 13p.; In: Women's Voices in Experiential Education; see RC NOTE 021 160. Information Analyses (070) -- Reports PUB TYPE Descriptive (141) EDRS PRICE MF01/PC01 Plus Postage. Anxiety; Coping; Decision Making; Educational Strategies; DESCRIPTORS Empowerment; *Experiential Learning; *Failure; *Fear; *Females; Foreign Countries; *Goal Orientation; Risk; Self Esteem; *Sex Differences; Socialization; Womens Education Antarctica; Cross Country Skiing; Outdoor Leadership; *Risk IDENTIFIERS Taking ABSTRACT Drawing from research on fear of failure and anecdotes from personal experience with the first women's expedition to ski to the South Pole, this discussion centers on how fear of failure affects women. Fear of failure leads to procrastination and performance well below one's ability. Women generally express more fear of failure than do men, partly because they fear the expected interpersonal consequences rather than the specific failure of performance. Individuals who exhibit strong fear of failure tend to be cooperative rather than competitive and socially rather than personally oriented; therefore, it is important to recognize relationship goals as well as physical goals. When women fail, they try to hide their failures; they should support each other and ask what was learned from the experience. A focus on learning goals rather than performance goals is a key to overcoming learned helplessness, an extreme fear of failure that keeps women from actualizing their potential. If girls fear failure early in life, they take fewer risks and do not gain the decision-making experience that develops judgment skills for making important decisions later in life. Experiential educators must encourage and support girls in risk taking, helping them to learn from mistakes and to separate physical risk from social risk. Five ways of doing this are presented,and nine mastery behaviors are listed that empower one to deal with failure and may actually increase self-esteem following failure. Contains 11 references. (TD) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** tt U.S. DEPARTMENT OF EDUCATION "PERMISSION TO REPRODUCE THIS 4 Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY (ERIC) CENTER g R kf.,r reproduced as This document has been JEl received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this TO THE EDUCATIONAL RESOURCES document do not necessarily represent INFORMATION CENTER (ERIC)." official OERI position or policy. Facing Women's Fear of Failure: An AWEsome Experience Anne Dal Vera We are the ones we have hoped for We are the women who care Now is the time to move closer Separate we lose to despair Margi Adam breath, and turned to face Ann Bancroft pulled on her down coat, took a deep described our situation. "We the AWE team. Her voice was taut with anger as she focus on getting to the Pole. If we need to use the energy of our sorrow and anger to this close to the don't make it, we will have failed. Other expeditions have gotten have become severely South Pole and have had to turn back. In failing, we will deep.' Ann financially burdened. I speak of 'we' including myself." The sorrow was the American Women's Trans-Antarctic Expedition (AWE) was determined that Antarctic continent. would be the first women's expedition to ski across the desire to complete the Each of the four women on the expedition had a great the land beyond each day's horizon, traverse. I was burning with curiosity about by the wind. We were 67 fascinated with the patterns of waves carved in the snow and injury. With food for six miles from the South Pole, moving slowly due to illness miles per day. days left, we had to keep up a steady pace of over 11 seemed so strong and I enjoyed Ann's passionate outcry of anger. She always when I felt I knew what she was really feel- sure. This was one of the few moments of 12 to 14 miles ing. I was confident that we could continue at our established pace !'" Ann's urgent call for each of us to maintain our mental a day. Still, I thrilled to hear 276 2 BEST COPY AVAILABLE 1z14. An AWEsome Experience 277 Facing Women's Fear of Failure: Sorby responded defen- strive to reach it. Sunniva focus on the goal and continue to the best I can." Sunniva had believe me, but I am doing sively, "I know you don't through a cold, damp, for several days, breathing been struggling with bronchitis lungs to develop that wouldn't force her mask and skiing at a pace neoprene face life-threatening pneumonia. mad at her for getting confused, asking me later if Ann was Sue Gil ler seemed improved over the 62 days of this Sunniva. Sue's endurance had too far ahead of it to the South Pole. zooming ahead, intent on making expedition until she was her previous talk. She had hours later, Ann apologized for At the next break, two had let her fear of failure, and not give us a downer. She meant to be more positive ski traverse bring her down. She about canceling the effort of the anger, and sorrow ski traverse of Antarctica. well, in comparison to a previous said that we had done significant progress. ski the miles, but we were making The men took fewer hours to for plane repairs and eight-day delay we suffered waiting We hadn't made up the We could make the flew to the start of the journey. the weather to clear before we goal and worked toward it. Pole if we focused on that as our lead by Ann Bancroft, in the planning. The team, AWE was four-and-a-half years by the work the North Pole was supported first woman to cross the ice to age 37, the navigator and equipment Sue Gil ler, age 45, expedition of hundreds of volunteers. in the world's highest 20 years mountaineering specialist, had spent the previous and guided trips in had taught cross-country skiing peaks. I, Anne Dal Vera, age 39, packed the food for the I planned, procured, and wilderness year-round for 14 years. supplies and coordi- 31, was in charge of medical expedition. Sunniva Sorby, age expedition. nated the research on the Hills in Antarctica, on Arenas, Chile, to Patriot The team flew from Punta continent near short flight to the edge of the November 8, 1992. We continued on a "home," After a very windy introduction to our new Hercules Inlet on November 9. and equipment filled with 185 pounds of food pulling our seven-foot sleds we began pulling, settled into a routine of sled Within the first few days, we to the South Pole. taking care of the necessities the research, and generally cooking, eating, completing After a month of travel, we pull as efficiently as possible. of life to stay healthy and South Pole on and fuel. We arrived at the plane for a resupply of food were met by the original objective of traversing Our 678 miles. January 14, 1993, after traveling travel the remaining of reach, as we would have to continent of Antarctica was out take us off the conti- the only cruise ship available to 870 miles in 32 days to meet expedition to ski to the South Pole, being the first all-women's nent. We succeeded in the North and South to cross the ice to both while Ann Bancroft was the first woman the continent. Poles. We had failed, however, to cross and in the society as a whole, success experiential education, as well as In education. And Challenges are part of experiential achievement are highly valued. The goal of of failure is often a barrier for women. sometimes, students fail. The fear accounts of women's outdoor stories of AWE, other this chapter is to show, through 3 EXPERIENTIAL EDUCATION 278 WOMEN'S VOICES IN fear of failure, how fear affects women. How experiential trips, and the research on failure in ways that effectively recognize the fear educators can teach about risk and about risking connection and relationship is also exam- that women and girls have life's challenges is described and resources available ined. A mastery orientation to to the educator are noted. related to achievement. It is not nec- Fear of failure is an internal experience "Fail- of success or failure. . essarily related to external, objective measures . . actually does so. It ure" is the experience of falling short, whether or not one standard and the self- is the discrepancy between a self-set expectation or 22-23) perceived accomplishment. (Yuen & Depper, 1988, pp. of Vermont, has extensively studied Dr. Esther D. Rothblum, at the University has shown that fear of failure leads to pro- women's fear of failure in academia. She the ability of a student. In extreme cases, it crastination and performance well below challenges. Rothblum, helplessness and a paralysis in the face of can lead to learned "Although many individuals strive for success, Morris, and Weinstock (1995) state, of failure, even at the cost of success." others behave in ways that reduce the risk t Photo courtesy of Woodswomen BEST COPY AVAILABLE Facing Women's Fear of Failure: An AWEsome Experience 279 when a relationship will Women often question the value of striving for success of literature in "Fear of Failure," Rothblum suffer. In the conclusion of her review (1990) says:. behave in ways that Women generally report more fear of failure, and failure, than do men. What is fearful about failure express more fear of expected interpersonal consequences (such as fear of rejec- seems to be the Much of the tion) rather than the specific academic performance. . . . who score high research reviewed suggests that, in many ways, individuals rather than competitive, and socially rather on fear of failure are cooperative Perhaps a more important question is whether than personally oriented. . . . high striving for success is a desirable goal. (pp. 530-531) communication of individual needs and On all-women outdoor trips and expeditions, cooperative action which allows a expectations can set the scene for teamwork and goals. group to achieve several Colorado, I took part in a discussion On a Woodswomen leadership course in peak. Denise Mit- of women who were setting out to climb a nearby among a group Woodswomen, asked the skiers to explain what they ten, executive director of spoken, she asked the question two wanted to get out of the day. After everyone had important to her it differently each time, explaining that it was more times, phrasing her goals. Some of the women realized that each person be as clear as possible about the summit, on that particular day it that although they had a strong desire to reach and to participate in the camaraderie of the group of women was as important to Later when we reached a high spot, the enjoy the view high above the valley. of camaraderie and a good view had weather was quite good and although the goals well. That became an added bonus. been met, there was time to reach the summit as and each woman knew what she wanted Decisions were clearer on the mountain and see the many possible out- because we had taken time earlier to look *ithin important as Relationship goals were recognized as being as comes for the day. of climbing the peak as reward- physical goals. The group experienced the process also gave these future leaders the skills to ing as reaching the summit. This episode subsequent outdoor trips. facilitate communication and goal setting on and desires of women, we bring a When we pay attention to the diverse needs richness to life. As Rothblum (1990) noted: needs to emphasize Hoffman has argued that a mentally healthy society achievement patterns of women greater flexibility, and the more diffuse affiliative and social should serve as a model for a fuller life. Developing for goals that can be skills is preferable to encouraging competitive striving individuals. (p. 531) won by, at most, a few preparing for the planning and The AWE team spent four-and-a-half years and goals of the organization mission the traverse of Antarctica. During that time, EXPERIENTIAL EDUCATION 280 WOMEN'S VOICES IN mirrored Ann Bancroft, the team leader. The goals reflected the diverse vision of Ann and a positive impact on her community. Ann's commitment to education Fact Sheet: stated these goals in the AWE Expedition Mission and Goals: potential achievements of women while Focus attention on the existing and challenges. encouraging people of all ages to take on new traverse Antarctica without Make history as the first all-women's team to provide Ann Bancroft an opportunity to dogs or motorized vehicles; and both the North and South Poles. be the first woman to cross the ice to limits of team members. Stretch the physical and emotional issues facing Antarctica and their Promote awareness of the environmental global impact. Antarctica, as well as the past and Provide a hands-on vehicle for bringing into the classroom. present achievements of women research pertaining to women under Conduct physiological/psychological Foundation, 1990) extreme conditions. (AWE of the the most visible and tangible goal The goal of traversing Antarctica was South Pole and time was running out, we were AWE team. As we approached the Feb- strict deadline. We had to reach McMurdo Sound by faced with the reality of a New Zealand. Eight hun- the only cruise ship available to take us to ruary 17 to meet wider the heavily crevassed Beardmore Glacier, dred seventy miles of ice, including McMurdo lay between the South Pole and than the longest glacier in Switzerland, 40 days of wind canopies, we would need at least Sound. With our efficient UpSki missed the If we attempted the crossing and hard travel to complete the traverse. Network would be an air-pickup by Adventure ship, our only way off the continent and the pilots of $350,000 and physical risk to us at an estimated additional cost involved. days from the Pole, having spent several January 5, 1993, found us 119 miles packed 6-foot-high sastrugi (waves of snow and ice, weaving around and over 3- to assessed all four of us, crowded into one small tent, hard by the wind). That evening, conditions, and discussed our strategy. our individual that her sprained ankle and bronchitis meant Amid tears, Sunniva admitted that continue the traverse, it wouldn't be responsible to in spite of her great desire to do hardship that she could endure the emotional beyond the Pole. Sue was confident fear complete the traverse. She also felt some involved in the hard push necessary to after the pole and become too physically that she would continue to lose weight Shelf. the deep snow anticipated on the Ross Ice weak to complete the slog through and the strongest of our group, both physically We all agreed that Ann Bancroft was expedition. mentally. She had gotten stronger throughout the ) 6 AWEsome Experience 281 Facing Women's Fear of Failure: An that I would have a great deal of difficulty Ann and Sue both expressed concern pushing as hard as would be necessary to reach with the emotional strain of outbursts I'd had during a very painful McMurdo Sound by February 17. Emotional them to believe I didn't have an emotional reserve struggle with tendonitis caused and said I would shut down to pain. I listened to their comments or the ability to concluded the meeting by adjusting our goal to reach give a reply the next day. We four. We planned to ski as hard as possible to try to the South Pole as a team of knew that time of a traverse for two team members. Still, we reserve the possibility was running out. sleep on the information. I wanted Exhausted, I crawled into my sleeping bag to of the AWE team as a whole and complete the traverse. to work toward the success unfeeling automaton (nor could I do so). I also But I did not want to become an the traverse, the team would have to trust knew deep within me that to accomplish be through crevasse fields, where a misstep each other implicitly. Travel would The other team members would have to be could plunge a skier deep into an abyss. place to doubt the competence of a partner. able to rescue the fallen skier. It was no would not go on beyond the Pole with them. I The next day, I told the others that I loss of a big dream. cried in anger and frustration with the completing the traverse of Antarctica, I As I dealt with my sense of failure in not incredible part of the world, and the loss grieved the loss of an opportunity to see an I treasure. I went through several stages of time to enjoy a lifestyle and activity that loved one. of grieving, much like a person who has lost a disbelief to sadness to despair, anger, During the next few days, I went through with the ice and snow over which we doubt, loneliness, fear, and a deep connection the time to deal with all these strong traveled. I felt very fortunate that I had Perhaps that slowed us down at times, while emotions while we were still on the ice. feelings I'd had since adolescence. I wanted I worked through some of the strongest Sue and Ann had of doing the traverse, desperately to preserve the slim chance that could possibly help in fund-raising and I skied hard, thinking of how my going out with my fear of how my failure would efforts at home. Still, I felt isolated as I dealt individual supporters, my be seen by others; the media, corporate sponsors, our pulling sleds ten hours each day, with time family and friends. We pushed hard, Communication served to get the daily tasks only for cooking, eating, and sleep. mode. No time or energy existed to process done. We were operating on survival feelings of approaching failure or partial success. emotions as we each dealt with our the heavy weight of the decision to end Ann Bancroft, as expedition leader, felt her experience in an interview: the traverse at the South Pole. She described I the facts, I looked at the situation, . In making the decision, I looked at . . backside of my journal: the looked at all the scribbles that I had taken on the option. .I looked at all of logistics of a group of three, two, and even a solo and over again: the miles, the time frame, the our options over and over just all the different aspects to the decision, and it money angle, the legacy, 7 EXPERIENTIAL EDUCATION VOICES IN 282 WOMEN'S in better shape. physically never been the same one. I have kept coming out something in my life. emotionally ready to take on Never have I been more frustrating and that was very I had to separate, and And at that moment grips with not for me to come to It has been a long process very difficult. about what we feel triumphant what I set out to do and being able to finish (Rothblum, in press) have achieved. the the last 12.2 miles to of AWE skied 1993, the four women On January 14, North the ice to both the first woman to cross Bancroft became the South Pole. Ann still friends. While we four of us. And we were We were thereall and South Poles. it was important to expedition literature, of our goals in our didn't list that as one "stretched the physical cohesive unit as we work together as a each of us that we 1). We decided Foundation, 1990, p. members" (AWE limits of team and emotional for each of us. It decision was hard South Pole. That expedition at the to end the and self-assessment deal of soul searching required a great passionate limits and lived a very expedition, I pushed my Through the AWE lessons: 1) Part of taught me many the continent failure to traverse existence. The 2) When expectation of oneself. grieve the loss of an of failure is to the experience in other, not believing hide from each objective, we tend to fail to reach an women accomplishing the goals we the rewards of sharing that experience or the power of with life. the goals and go on we readjust 3) When failure occurs, have achieved. holds deep within our- values that each of us consistent with the New goals develop doing what I know that I am in myself and to continue to believe selves. 4) I must goals. of the adjusted expectations in light can to meet my each woman dealing became individualistic, Pole, the AWE team At the South bustle of a small by the noise and being surrounded of suddenly with the impact withdrew from the Research Station. I Pole Scientific Amundsen-Scott South city, the had spoken ear- had achieved. We failure or the goals we others, not discussing our learn about school children to could be used by that our decision lier of the hope too great. In if the risk becomes about turning back hard decisions having to make coping: (1994) described our Kahn and Leon their conclusion, decision to ter- had to deal was the with which the group A significant issue confirmed The interview data . .. Pole. at the South minate the expedition functioning of this high level of information about the the quantitative deci- by the ultimate the group abided all were disappointed, group. While who felt splinter between those South Pole and did not sion made at the (p. 695) those who did not. proceed further, and physically capable to of a For- manager's meeting concept at a to present a new Whether women dare present risk of failure is difficult weather, the climb a peak in tune 500 corporation or failures, try to hide our if women fail, we may have shown that and real. Studies evidence that role models, not need to see successful that women choosing to believe show that they of courage to their failures as badges fail. Men often wear we can Experience 283 Facing Women's Fear of Failure: An AWEsome give each other significant support by stay- have taken chances. As women, we can asking what we learned from the experience. We can get ing near each other and loss of self esteem (Duff, 1993). beyond our fear of failure and Voyageur Outward Bound School Martha McPheeters, a senior staff member at she asks people for models a learning approach to life as in northern Minnesota, and doesn't always suc- her work. She takes many risks constant feedback about adventure learning. After being fired from an outdoor ceed, but she loves a life of director to discuss her per- Martha requested a meeting with the program in 1989, that improve. She selected information from formance and where she needed to believed in felt she wanted to develop because she interview to determine what she While it was painful to be fired, Martha her style and wanted to continue to grow. of her opportunity to learn from others' experience chose to make the most of the work. rather than performance goals is a key to This focus on setting learning goals fear of failure that keeps women from overcoming learned helplessness, an extreme life. Marone (1992) describes a woman who actualizing their potential and enjoying after life: When Sue Ann's husband hit her developed a "mastery orientation" to working on a plan to get out. She and emotional abuse, she started years of verbal she her own. Carl wouldn't let her work, so knew she needed money to survive on saving from grocery shopping, cutting out found ways to squirrel away money, and family money. Her friends lunch, and bumming rides with friends to save gas her the she could show her husband and giving helped by giving her cheap presents and passed out on the Carl came home drunk on Fridays rest in secret cash. When that steal five dollars from his pocket, knowing couch, she took the opportunity to during which much money he had. After two years, he would not remember how $700. Fol- unpredictable, she had saved a little over Carl became more violent and slashing his left the house when Carl passed out, lowing a careful plan, Sue Ann left him, so she He had threatened to kill her if she tires so he couldn't follow her. the state rented a studio apartment in a town across knew she had to leave town. She taking action, she Ann's strategic planning and line, and got two jobs. Through Sue created a new life. escaped a dangerous situation and mastery orientation to life until we are Most of the time, we don't develop a be taught for taking charge of one's life can also forced to do so. The skills necessary of a visualize myself adopting the behaviors and practiced. I also find it helpful to mastery-oriented individual: giving external attributions. Offering no explanations for failure nor personal attributes. Refusing to internalize setbacks as Keeping failure to a specific area. solutions in the present. Focusing on the future and seeking effort and ability. Attributing success to internal factors such as learning goals. Striving for success by setting performance of peers. Being unconcerned with the 9 WOMEN'S VOICES IN EXPERIENTIAL EDUCATION 284 Refusing to compare herself with others. Indulging in positive self-talk. (Marone, 1992) failure and prevent the Developing mastery behaviors empowers us to deal with I received a devastation that frequently follows failure. At one point in my career, leadership course. Knowing critical evaluation of my performance on an outdoor devastated. I indulged that the evaluation held the key to future employment, I was few comments into a belief in negative self-talk and globalized the failure from a that I could "never be about myself. I spent the evening walking and crying, feeling that the instructors good enough." The next day, I was told that I would be hired and I could merely wanted me to realize very clearly where I had room for improvement. and failure as have saved myself the anguish had I learned earlier to look at criticism an opportunity for growth. socialized to Scientific literature suggests that women and men have been (1990): "During respond differently in dealing with failure. As noted by Rothblum Even by first the early school years, females achieve well in the academic arena. tasks, whereas girls prefer grade, however, boys prefer repeating previously failed repeating tasks on which they have been successful" (pp. 507-508). the experi- If girls fear failure early in life, they take fewer risks and do not gain leads to development of judgment so essential for mak- ence of decision making that ing important decisions later in life. As experiential educators, we must encourage mistakes and sepa- and support girls in their risk taking, helping them to learn from where women rating the physical risk from social risk. We can create experiences benefits of risk consistently support one another through failure, focusing on the taking. We can lessen women's fear of failure. After the AWE team returned home to a wonderful reception and were able to enjoy the deal with the media's reaction, which was mostly positive, we began to the Pole. recognition we received. Most were supportive of our decision to stop at goals develop When failure occurs, we readjust the goals and go on with life. New It is impor- consistent with the values that each of us holds deep within ourselves. of taking risks, to accept tant to feel that I have chosen to deal with the consequences that rewards and responsibility. I must continue to believe in myself and to know I expectations. am doing what I can to meet my own the lessons of As I look at these lessons about failure, I ask, "How can we teach be able failure experientially?" It is essential in a world that is constantly changing to failure. People must to deal with the reality that with risk comes the possibility of risks and risk as society grows technically and socially. The experience of taking confi- dealing with the consequences of success, failure, and partial success leads to educators, dence in situations that demand we transcend our limits. As experiential risk and failure in the following ways: we can teach girls and women about 110