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1.
Gender context of the school and study culture,or how the presence of girls affects the achievement of boys 总被引：2，自引：0，他引：2
Mieke Van Houtte 《Educational studies》2004,30(4):409-423
This paper builds on my previous research, explaining the differential achievement of boys and girls in secondary education by the fact that boys' culture is less study orientated than girls' culture. The central question of the present paper is whether the presence of girls at school affects the boys' study culture and, by consequence, boys' achievement. The research is based on data of 877 boys and 714 girls, attending the fifth year of a sample of 15 general secondary schools. It is shown that the gender context of the school does not affect the boys' study culture, but the presence of girls positively influences the general pupils' study culture. By means of multilevel analyses (HLM), it is demonstrated that the larger the proportion of girls at school, the higher the boys achieve, and this finding can be ascribed to the general pupils' study culture. 相似文献
2.
《Contemporary educational psychology》2014,39(4):369-378
Educational gender gap research tends to focus on differences between boys' and girls' achievement. However, substantial variation exists within the sexes concerning this educational achievement. In this study, we investigate the inter- and intrasexual differences in academic self-efficacy in a sample of 6380 Flemish seventh graders collected in the school year 2012–2013. To adequately consider masculinity and femininity on a micro level, we employ the concept of gender identity. Results show that considerable inter- and intrasexual differences exist. In line with the educational gender gap, girls scoring high on self-perceived femininity are at the top of the pack. Self-perceived masculine boys score considerably lower on academic self-efficacy; however, they still do much better than cross-gender boys and girls. The poor results of boys and girls who perceive themselves to be gender atypical are partly explained by the students' lower well-being. The results are discussed in light of masculinity and femininity. 相似文献
3.
Reading is a key competence for knowledge acquisition and learning processes. One important source of reading motivation is interest. Even though students' text-based interest often differs by gender, it remains unclear which text factors underlie these differences and whether text-based interest relates to reading comprehension among boys and girls. In a sample of 514 elementary students (47.2% girls), this study examined whether text topic, protagonists' gender, and text difficulty affect boys' and girls' text-based interest and whether interest and reading comprehension are intertwined. Based on a repeated within-subject design using fourteen narrative texts, the results indicated that boys' interest was higher in texts with male-attributed topics, male protagonists, and in more difficult texts. In contrast, girls’ interest was only affected by text difficulty. Text-based interest and reading comprehension were significantly related, albeit stronger for boys than for girls. The findings are discussed regarding future implications for research and educational practice. 相似文献
4.
Sarah Logan Emma Medford 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):85-94
Background:?There is concern in the education community regarding gender differences in reading, as girls regularly outperform boys. There is also concern about the consequences of low motivation for children's engagement in reading and learning. An important question is whether boys' motivation is more closely linked to their attainment compared with girls. Purpose:?The aim of the study was to examine how closely children's reading skill correlates with their intrinsic and extrinsic motivation and competency beliefs. There was a particular focus on gender. Sample:?There were 492 children (240 boys) aged 7–11 in this study from four primary schools in England, UK. Design and methods:?Children completed a reading comprehension assessment and a questionnaire examining intrinsic and extrinsic motivation and competency beliefs relating to reading and schoolwork. For analysis, children were split into a younger (age 7–8) and older (age 9–11) age group. Results:?In both the younger and older groups, the boys' competency beliefs in reading and intrinsic motivation for reading and schoolwork were significantly more closely associated with their level of reading skill, in comparison with the girls. Conclusions:?The closer reciprocal relationship between boys' intrinsic motivation, competency beliefs and reading skill could be interpreted in at least two ways. Firstly, boys' motivation and beliefs in their ability may be more dependent on their success in reading. Alternatively, boys' motivation and competency beliefs may play a more significant role in the effort they put into reading. 相似文献
5.
Ulla Johansson 《International Journal of Inclusive Education》2013,17(2-3):265-280
In 1927 the Swedish grammar school opened up for girls. Thereby girls got access to higher education on the same conditions as boys, at least formally. Thus, many towns' boys and girls were seated in the same classroom. In the large cities, however, sex segregation remained, as separate grammar schools for girls were established and some boys' grammar schools were still reserved for boys. The main aim of this paper is to compare the process of gender construction in these different school forms during the period 1927–1960. The questions put are: Were the discourses and the discursive practices of these schools part of the politics of equality or the politics of difference with regard to gender? Which representations of gender and gendered patterns of communication and domination did they produce? The main data consists of interviews with 30 ex-students of coeducational schools and female and male single-sex schools. The conclusion is that the pedagogy in all school forms was inscribed within the meritocratic discourse of equality, which was also important in shaping the students' subjectives. Both girls and boys had to prove themselves worthy of the privilege of attending the grammar school, and in this respect girls as a group were more successful than boys. To begin with the politics of equality also operated in the norms for how girls should dress and look, but later on a discrete make-up was allowed. The politics of difference was manifest in the swot syndrome, the techniques for punishments and rewards, and also, at least partly, in physical education. It was also manifest in the traditional representations of masculinity and femininity, like the male breadwinner and the housewife, prevalent in boys' grammar schools. Girls in female single sex schools, on the other hand, were firmly determined to make a career of their own. 相似文献
6.
Jon Swain 《Gender and education》2005,17(1):75-91
This paper explores the effect of cross gender relations on the construction of boys' masculine identities. The findings are based on data gathered from a year long empirical study of 10 to 11‐year‐old boys set in three UK junior schools. Although masculinity is defined against femininity and boys needed to mark out a set of distinctions from themselves and girls, I found that most boys categorized girls as different (they are not us) rather than oppositional, and the most common reaction was one of detachment and disinterest. Rather than maintaining that there are two separate worlds, I argue that there are two complementary gendered cultures, sharing the one overall school world, which are further nuanced by social class and race/ethnicity. Although there was a tendency of boys to dominate space and girls were often excluded from playground games, many girls refused to be dominated by boys, and some were able to deliberately exercise power over them. 相似文献
7.
This article uses a case‐study of boys’ and girls’ block play in 10 Australian early childhood centres to critically appraise current approaches to gender equity in the early childhood curriculum. The case‐study describes how patriarchal gender relations were created and maintained between boys and girls in their block play, how teachers responded to these relationships and how children responded to teacher challenges to their gender relations. The article discusses the ‘failure’ of several strategies used by the teachers to produce changes in children's gender relations and how feminist post‐structuralist reconceptualisations of gender equity work have the potential to produce more effective strategies for teachers wishing to challenge patriarchal gender relations between young children 相似文献
8.
In 1990s Britain girls consistently outperform boys in examinations at 16 + . This achievement, however, has taken place in a context where many of the concerns voiced by writers in the 1970s and 1980s have not been resolved. It is argued that there is another side to the so-called 'gender gap': drawing on data from 20 schools in eastern England, it is suggested that girls still feel alienated from traditionally 'male' subjects, that career aspirations are still highly gendered, that boys still dominate the classroom environment, that boys' laddish behaviour can have a negative effect on girls' learning, and that some teachers have lower expectations of girls and find boys more stimulating to teach. In short, the gender debate has been captured by those concerned predominantly with male underachievement, leaving girls to make the best they can in what often continues to be a male-dominated environment. 相似文献
9.
Marion Porath 《High Ability Studies》2001,12(1):113-126
This study focused on gender differences in young children's interpersonal understanding. Of particular interest was the articulation of the structure and content of young girls' social cognition, since this is an area where girls are believed to excel. Children from preschool (11 girls and 10 boys) and kindergarten (12 girls and 9 boys) responded to eight picture stories depicting interpersonal situations in the school context. Four of the drawings accompanying the stories contained explicit emotional cues and four contained subtle cues. Using a semi-structured interview format, children were asked questions about the actions, thoughts, and feelings of the protagonist and another character in the story (either a teacher or another child). Stories were analyzed for level of ability to coordinate thoughts and/or feelings and actions in explaining others' intentions. Girls demonstrated more sophisticated and complex reasoning about interpersonal situations than boys, and were better at decoding subtle cues in the drawings accompanying the stories. Within-subject differences were apparent, however, suggesting a need for further research on the influence of context and language on interpersonal understanding and the degree of variability among both girls and boys. 相似文献
10.
Over recent years the moral panic that has surrounded 'boys' underachievement' has tended to encourage crude and essentialist comparisons between allboys and allgirls and to eclipse the continuing and more profound effects on educational achievement exerted by social class and 'race'/ethnicity. While there are differences in educational achievement between working-class boys and girls, these differences are relatively minor when comparing the overall achievement levels of working-class children with those from higher, professional social class backgrounds. This article argues that a need exists therefore for researchers to fully contextualize the gender differences that exist in educational achievement within the overriding contexts provided by social class and 'race'/ethnicity. The article provides an example of how this can be done through a case study of 11-year-old children from a Catholic, working-class area in Belfast. The article shows how the children's general educational aspirations are significantly mediated by their experiences of the local area in which they live. However, the way in which the children come to experience and construct a sense of locality differs between the boys and girls and this, it is argued, helps to explain the more positive educational aspirations held by some of the girls compared with the boys. The article concludes by considering the relevance of locality for understanding its effects on educational aspirations among other working-class and/or minority ethnic communities. 相似文献
11.
Peter Redman Debbie Epstein Mary Jane Kehily Mairtin Mac An Ghaill 《Discourse: Studies in the Cultural Politics of Education》2002,23(2):179-191
This article aims to explore some of the ways in which the cultural meanings and practices of gender, sexuality and relationships intersect with and are reworked in the same-sex friendships of children aged nine to eleven. Using material from an ethnographic study, it focuses on two boys, Ben and Karl, who identified themselves as best friends. The article argues that, while the boys clearly knew, positioned themselves in and deployed heterosexual discourse, their relationship to this was complex. In particular, they appeared to use it to distance themselves from the feminine and to build their friendship as a pleasurable, intimate and exciting space. The article uses psychoanalytic arguments to explore this material, tentatively suggesting that the boys' access to the cultural practice of 'best friendship' mobilised identifications that both reinforced conventional versions of heterosexual masculinity and questioned these. In particular, the article suggests that the boys' friendship may have involved 'over-inclusive' gender identifications - ones that indicate the existence of boyhood masculinities that are more capacious and flexible than those hegemonic in teenage and adolescent cultures. 相似文献
12.
Boys as writers: perspectives on the learning and teaching of writing in three primary schools 
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下载免费PDF全文 Boys' attitude to writing is widely perceived as an issue in English primary and secondary schools. Prior research has identified a link between negative attitudes to writing and lower achievement and raised the issue of the stereotyping of boys as underachievers in literacy. The study reported here suggests that if we are to understand the problems associated with the underachievement of boys, we should take into account boys' perspectives on their experiences as literacy learners. In this study, boys aged 8–11 drawn from three London schools in the UK, were interviewed in small groups annually over 3 years of their primary schooling. The boys' teachers were also interviewed separately. These interviews generated insights into the teachers' views of the boys and the boys' views of themselves as literacy learners, especially as writers. The data indicated the boys were highly sensitive to the social situation in the classroom. The boys responded best to their literacy learning when their teachers treated them as individuals, valued their ideas and incorporated strategies for developing learner agency into their daily classroom practice. This article concludes that a teaching approach that includes consulting children about what helps or hinders their learning and a fresh teacher focus on gender issues would increase gender awareness. 相似文献
13.
Becky Francis 《British Journal of Sociology of Education》1999,20(3):355-371
The responses of secondary-school students to the claims of ex-Education Minister Stephen Byers concerning 'laddish behaviour' on the part of boys are examined. The data is drawn from an ESRC-funded study of 14-16-year-old students' constructions of gender, learning, and future educational and occupational pathways. The extent to which boys' classroom behaviour was constructed as 'laddish' by students is discussed, and the discourses pervading these constructions are analysed. It is reported that the majority of students supported Byers' argument that boys' 'laddish' behaviour is impeding their learning, and that girls and boys drew on different gender discourses to support their arguments. 相似文献
14.
Nigel Sherriff 《British Educational Research Journal》2007,33(3):349-370
Sociological research investigating boys' masculinity performances has commonly recognised the importance of peer group cultures in identity construction. Whilst such work has undoubtedly offered important and useful frameworks for interpreting and understanding boys' behaviour in schools, the article argues that social psychological theories of intergroup relations also proffer important insights. Drawing upon interview and survey data, the article focuses on the existence of intergroup bias between peer groups in two secondary schools and demonstrates how a social identity framework can assist in providing a fuller and more complex understanding of boys' masculinities than sociological insights alone. Furthermore, it is suggested that gender work strategies designed to address and ultimately help some boys restructure their constructions of masculinity, which recognise the range of complex sociological and social psychological processes at work, are likely to more effective than those that offer partial insights. As such, strategies that draw upon work on masculinities and upon social psychological theories of intergroup relations may be particularly effective. 相似文献
15.
《Contemporary educational psychology》2001,26(3):330-347
This study was designed to examine whether first-grade boys' use of retrieval and first-grade girls' use of manipulatives reflected gender differences in their abilities to use these strategies or gender differences in preferences for strategy use. Eighty-four first-grade students, 42 boys and 42 girls, from two suburban elementary schools participated in this study. The children solved basic arithmetic problems under two conditions: a free-choice condition in which they were allowed to solve the problems any way they preferred and a game condition in which the children's strategy use was constrained so that all children used the same strategies on the same arithmetic problems. Strategy use during the free-choice session replicated the findings of earlier research indicating that girls tend to use strategies utilizing manipulatives and boys tend to use retrieval. During the game condition, when we controlled the types of strategies children used on different problems we found that boys were as able as girls to calculate solutions using manipulatives. Girls, however, were not as capable as boys in their retrieval of answers to arithmetic problems from memory. No differences were found in error rates or speed of retrieval. Gender differences were found in the variability of correct retrieval, with boys being significantly more variable than girls. 相似文献
16.
Deevia Bhana 《British Educational Research Journal》2018,44(1):80-93
Girls’ vulnerability to sexual violence and harassment is a recurrent theme in much of the literature on schooling in sub‐Saharan Africa. Within this research, girls are often framed as passive victims of violence. By drawing on a case study, this paper focuses on 12 to 13‐year‐old South African school girls as they mediate and participate in heterosexual cultures that are simultaneously privileging and damaging. Set against the wider social context where violent gender relations are key to the building blocks of patriarchy, the paper examines how heterosexuality underscores the formation of femininity as girls engage with and participate with each other and boys in informal school relations. To this end, Butler's concept of the ‘heterosexual matrix’ is deployed to examine how girls navigate the wall of male power, where the ‘real’ expression of femininity is embedded within heterosexuality. The paper explores girls’ investment in heterosexual cultures in the school playground and on ‘dress‐up Friday’ to examine how gender power inequalities and violent relations manifest. In expanding the analysis of heterosexuality to primary school contexts, the paper broadens the focus of school‐based gender and sexualities research in sub‐Saharan Africa to address a neglected area of younger girls’ femininity and their active agency. The paper argues for the importance of addressing primary school girls, femininity and the power of heterosexuality through which relations of inequalities operate. 相似文献
17.
Why boys achieve less at school than girls: the difference between boys' and girls' academic culture 总被引：1，自引：0，他引：1
Mieke Van Houtte 《Educational studies》2004,30(2):159-173
Recently, research into gender differences in achievement has mainly concentrated on the underperformance of boys in comparison with girls. Qualitative research in particular points to the importance of the gender-specific cultures adolescents experience. The purpose of this article is to test quantitatively the explanatory value of academic culture with respect to the stated gender differences in achievement. Use is made of data of 3760 pupils in the third and the fourth year of secondary education in a sample of 34 schools in Flanders (Belgium). A distinction is made between general schools preparing students for higher education and schools offering technical and vocational education. It is demonstrated that boys' culture is less study oriented than girls' culture and that this difference can be held responsible for the gender differences in achievement, at least in general schools. In technical/vocational schools, boys seem to oppose the study culture. 相似文献
18.
Gender differences in academic performance and achievement have been of policy concern for decades—both interest in lower performance by girls in the areas of mathematics and science and, more recently, in boys' underperformance in most other academic areas. Much previous research has focused on gender gaps, while overlooking other factors that may play a role, such as ethnicity. This study looks at the gender differences in cognitive assessments at age five across ethnic groups in a sample of English children from the Millennium Cohort Study. While girls generally perform better than boys, general trends mask some differences across ethnic groups. Results show gender gaps at the mean are largest for black and Pakistani and Bangladeshi children and smallest for white children, they are also larger for the teacher‐rated assessments than for the survey‐administered tests. 相似文献
19.
Else‐Marie Staberg 《Gender and education》1994,6(1):35-46
This study investigates how Swedish pupils meet chemistry, physics and technology in compulsory school. It explores girls' and boys' actions in and thoughts about these subjects during grades 7 to 9. The pupils come from different worlds determined by gender and social background. In the classroom girls are given, and take upon themselves, the role of keeping lessons together, while boys' attempts to dominate the public arena create disorder. Girls and boys prefer different subject areas. Boys have a practical while girls have a more theoretical approach to science. Girls seek ‘connected knowledge’, and even the successful girls question their understanding. Girls who take an interest in physics and chemistry often have supporting scientist fathers or at least parents with a higher education. Technology is rejected by all girls. The mutual construction and reconstruction of gender and of science/technology contribute to gendered choices of study programmes in upper secondary school. 相似文献
20.
MAARIT LINDROOS 《Gender and education》1995,7(2):143-156
Producing 'girl' in educational discourse is defined with two strategic features: Interruptions and framing. Hypotheses are: (1) the teacher interrupts girls differently and more often than boys; and (2) the teacher offers different discursive spaces for girls and boys by framing and introducing their speech differently. The data are a Finnish native tongue lesson in the fifth grade (16 girls, 14 boys) with a female teacher. Students were asked to continue a drawing in groups (girls' groups and boys' groups) and to give a presentation to the class. The girls were interrupted more often and in a different way than were the boys. The style with the boys was a kind of conversation. With the girls the style could be summarised as 'let the girls have the floor'. The teacher also framed girls' and boys' speech differently. For the boys she offered authority and with the girls she encouraged co-operation. Two different discursive spaces were produced for girls and boys. 相似文献