It is widely accepted that celebrities can serve as role models to inspire and motivate others. Indeed, there are countless examples of programmes that use role models to boost the aspirations and self-image of a particular target group. For example, Reading Champions, an initiative delivered by the NLT on behalf of the Department for Children, Schools and Families (DCSF), uses the motivational power of male reading role models to inspire other boys and men to read more.
The literature review - Britain's next top model - shows that while there is a vast amount of anecdotal evidence about the motivational role of certain individuals and while research on the related concept of mentors has flourished in recent years, there are only a few studies that have explored this area in a more rigorous manner. Similarly, while some research has examined who children and adolescents perceive as important in their lives, little research has explored how role models might influence individuals’ outcomes.
Who do children choose as reading role models, and why? Are celebrity role models “too glossily distant to be useful role models” (Walker, 2007: 515) and what is the relative impact of individuals from the direct social environment? Do children tend to choose role models who are of their same gender and ethnic background? These are the questions that are addressed in this review, which will inform a survey of children and young people by the NLT in the summer 2008. Information about the impact of role models, and how this might be influenced by gender, age and socio-economic background, will inform our own practices regarding role models and help make our approach more targeted. It will also add to the paucity of information that exists on this topic.
Download the literature review (pdf): Britain's next top model: The impact of role models on literacy
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