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1.
Drawing upon a post-structural ethnography of boys’ constructions of gendered and sexual identities in one South African high school, this paper empirically seeks to theorise how 20 Grade 8 boys, identified as The Jokers, The Achievers, The Outcasts and The Average Ou's, simultaneously seek out spaces in male peer culture to cultivate, police and challenge hegemonic notions of masculinity. The paper illustrates the construction and positioning of masculinities across spaces of conflict, more particularly, the personal and social resources reproduced by boys in the pursuit of ‘desirable’ masculinities across experiences of interpersonal conflict, punishment, friendship and play. Given the nature of these identity struggles in school boy peer culture, this paper highlights the need for fostering and maintaining peer conversational spaces where boys and girls are challenged to actively deconstruct prevailing gendered identities and work towards more expansive definitions of self.  相似文献   

2.
This paper is based upon a case study in an all boys’ church comprehensive secondary school in Malta which explored teachers’ awareness of boys’ attitudes and interests. It uncovered a number of practices across the school’s official and ‘hidden’ curricula and at its administrative level, which, together with the student peer culture present on site, influence the construction of student masculine identities. This article argues that the decision by boys to speak one language rather than another in a bilingual context, is very much influenced by norms of masculinity. These are strengthened by the student peer group as well as by the male teachers within the institution and suggests that language is an important signifier of masculinity in a bilingual school, a masculinity which, in a post‐colonial context, is shown to be heavily linked to national pride and identity.  相似文献   

3.
This study examines change and the conditions of change in the masculinity of Olli, a working-class Finnish school boy. It explores respect as a status bound to masculine reputation, resources for obtaining respect in gendered identity work, and the negotiation of power in peer relations. I discuss how a ‘banal balancer’ discourse – a local, normalised, culturally idealised discourse and the most common discourse of school boy masculinity – has the power to induce school boys to balance their acquisition of the respect and peer likeability dimensions of status. Olli's story illustrates why locating oneself or being located in a ‘toughie’ discourse, in which the pursuit of respect through fear and violence is present, has limits in terms of peer relations and why it is crucial to make room for aspirational hegemony in schools instead of a dominant, regressive form of hegemony.  相似文献   

4.
Parents and teachers reported that 6- to 8-year-old boys with developmental delays were less able to regulate their emotions than nondelayed boys matched on chronological age. Compared to nondelayed boys, boys with developmental delays had more social problems, which persisted and increased over a 3-year period. Children's ability to regulate their emotions explained significant variance in their social problems after controlling for their developmental status. In addition, emotion regulation partially mediated the relationship between children's developmental status and their social problems. These results suggest that emotion regulation plays a significant role in the social problems of boys with developmental delays. Furthermore, increasing the emotional competence of these children may facilitate their peer relationships and, ultimately, their school adjustment.  相似文献   

5.
Effects of a peer-led intervention campaign against school bullying, carried out by eight peer counsellors, were studied in an upper-level comprehensive school in southern Finland. The study was conducted in the seventh and eighth grades, the total number of participating classes being 12 and the total number of participants 196 (89 girls and 107 boys). The core of the intervention campaign was a one-week period during which a series of events and activities were organized at the school and in each individual class. In all parts of the campaign, the peer counsellors emphasized each individual's responsibility, as well as their potential to affect whether or not bullying occurs in their school or class. The results showed that the campaign was especially effective among girls. This was most clearly shown by decreases in both self- and peer-reported bullying, as well as an increase in 'power attitudes', i.e. attitude items reflecting the students' self-perceived potential and willingness to influence bullying problems in their class. Among boys, on the other hand, there was a slight decrease in self-reported bullying, not confirmed by peer reports and, unfortunately, there was an increase in pro-bullying attitudes, such as 'bullying might be fun sometimes'. Evaluating the campaign, girls also perceived it as more beneficial and more effective than boys did. Most students who reported being bullied before the intervention were satisfied with the campaign and thought it was helpful.  相似文献   

6.
This paper examines a neglected aspect of gender equality debate – how knowledge about gender and sports is organized in school textbooks in Khyber Pakhtunkhwa (KPK). It examines the contradictions that exist between government rhetoric of eliminating gender biases from school textbooks and the prevalence of the same in the current school textbooks. Our aim is not to simply point out gender stereotypes but also to explore whether and to what extent textbooks encourage females' participation in sports and physical activities. The key focus then is to highlight the possible influence of textbooks' messages on the construction of gendered identities. The data reported here comes from core curricula (Urdu, English, and Social Studies textbooks from class 1 to 8) and secondary school students (aged 15–16 years). The study's findings suggest that textbooks in KPK are gender biased and function as cultural conduits in the construction and reproduction of gendered hierarchies in sport. Boys are portrayed in a wider range of outdoors competitive sports, whereas girls are either invisible or presented in selected indoor sports. The results depicted that the majority of girls and boys reproduced traditional dominant form of femininity and masculinity through their choice of and participation in sports.  相似文献   

7.
The training of positive social behavior in children and youth holds particular significance in contemporary culture. One setting that holds great appeal for implementing social behavior interventions is public school physical education in which sport education is a part of the curriculum. This study describes the changes in a number of positive social behaviors of a cohort of at-risk adolescent youth during the implementation of a sport education season. Twenty 7th- and 8th-grade boys from a small rural school in the south participated in an experimental subject matter curriculum consisting of a 20-lesson unit of "kangaroo ball." During the latter part of the season, 2 specific fair-play interventions were introduced, and changes in student compliance, interpersonal behaviors, and leadership behaviors were measured. Results indicated that exposure to the curriculum model produced increased student positive peer interactions, as well as accurate self-monitoring by students of their social interactions. Implications for the importance of providing specific prosocial objectives in physical education are discussed in light of this study's findings.  相似文献   

8.
This paper explores the key role of the body in the construction of identity in school boys aged 10-11. The findings are based on data gathered from a 1-year empirical study set in three UK junior schools. I argue that the body is used by the boys as a means of classification, inclusion and differentiation, and is the principal resource to establish status and position within the pupil peer group. The most prevalent and esteemed resource is physicality and athleticism (found particularly in sports and informal playground games), but I also examine how the body is used in tough and intimidating ways, and show how boys construct identities by using their bodies as a social symbol to display items of sports-related and brand-inscribed clothing. Finally, I consider how the body forms a major component in the construction of dominant and subordinated forms of masculinity.  相似文献   

9.
Craft education in Finland has long gendered traditions that effect the present situation. The aim of this paper is to analyse the processes of learning the interlinking of crafts and gender. The analysis concentrates on male trainee teachers' experiences of craft education in comprehensive schools in Finland. Data were collected through memory work and autobiographical writing. The analysis revealed how the boys had linked the term ‘technical crafts’ with masculinity, (1) as part of their upbringing at home surrounded by the gender order of their childhood families; (2) following the school model that technical crafts are a masculine sphere for boys; and (3) the importance and pressures of the boys' peer culture. Through learning crafts, the boys were learning the masculinities of their local ‘communities of practices’. The prospective teachers' reflections revealed the importance of studying gender issues in teacher education.  相似文献   

10.
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11.
The adolescent peer group constitutes a vital component of the institutional culture of the contemporary secondary school. Formed among students and reinforced by administrators and teachers, it takes the form of a structured status hierarchy whose membership and boundaries are clearly understood within the school community. Individual students' perceptions of their positions within that hierarchy have the potential to impact significantly on their attitudes towards the institution they attend as well as the process of formal education. This study focuses on the attitudes and opinions expressed by 268 students attending two composite secondary schools in a mid‐sized Canadian city, and attempts to provide an insight into an aspect of secondary school education that is not often acknowledged by educators.  相似文献   

12.
In the literature on school bullying, it is often stated that there is an age decline in the frequency of students victimized by their peers. The empirical studies showing this downward trend are, however, typically based on self-report data. The aim of the present study was to examine the grade-level differences in frequencies of victims bullied at school in cross-sectional data gathered from multiple informants: students themselves, their peers and their teachers. The participantswere 1,220 elementary school children (600 girls and 620 boys) from 48 school classes from the fourth, fifth and sixth grades (i.e. 9-12 years). The often reported age-related decrease in self-reported victimization was found but it was not confirmed by either peer or teacher reports. What actually decreased as a function of age was the frequency of self-identified victims (also labelled as 'paranoids' or 'sensitives' in the previous literature), i.e. students who themselves reported victimization but who did not have the reputational status of being victims among their peers.  相似文献   

13.
Recent research suggests that social cognition may play a role in the connections among gendered experiences of teasing within the grade school classroom. Within the framework of social-cognitive developmental theory, this qualitative research study investigates how gender may influence young children’s experiences and perception of teasing within the context of peer relationships. The present study explored the role gender plays in 89 Canadian children’s (4–9 years of age, 39 girls, 50 boys) perceptions of peer teasing through participants’ drawings and accompanying narratives. Results indicate that gender may help shape girls’ and boys’ perceptions of peer teasing in the classroom and suggest the need for educators to build a school culture of kindness, peace, and compassion to enhance children’s social-emotional lives.  相似文献   

14.
This longitudinal study examined the relation between stable sociometric status among same‐gender classmates at age 10–11 and peer situation and social adjustment at age 15. Rejected, popular, and average groups of both genders (N = 90) were selected from a representative school sample. Rejected boys and girls preserved their low position among same‐gender class peers at age 15. They also had low status among cross‐gender class peers. Furthermore, rejected children perceived their peer situation as worse compared to other children. As expected, adolescents had most of their peers in ordinary or conventional peer categories, that is, same‐age peers, class peers, and other school peers. Rejected participants had a smaller number of conventional peers than other children in some categories (same‐age and school peers). There were, however, no peer‐status differences in nonconventional peer categories, like different‐age and antisocial peers; neither were there differences in own antisocial tendencies. Antisocial deviancy seems to be more common among boys and their peers than among girls. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 745–757, 2005.  相似文献   

15.
The ongoing moral panic surrounding adolescent boys continues to cause concern, proving pivotal in popular discourses centring on the ‘problem of youth’. Drawing on ethnographic data from a large co‐educational secondary school, this paper illustrates how school outcomes are adversely affected by working class boys' investments in peer regulated ‘hegemonic’ masculinity. Echoing traditional working class masculine identities formed in relation to the physical requirements of industrial labour, these performances reject associations with activities constructed as ‘feminine’, leading to disaffection with schoolwork. The paper argues that, in a school culture of pervasive homophobia, some teachers paradoxically acted as ‘cultural accomplices’, naturalizing compulsory heterosexuality in engaging alienated and disruptive young men. Moreover, evidence suggests that this is an emerging response to managerialist pressures to ‘continuously improve’ grades by adopting ‘boy friendly’ approaches. This renders questionable strategies predicated on naturalizing assumptions about boys and makes problematic calls for more ‘role models’ without investigating how gendered pedagogies affect schooling for girls and boys.  相似文献   

16.
An increased awareness of the gendered traditions of physical activity portrayed in vintage book series for girls and boys may provide teachers with a deeper understanding of (still) current ideological assumptions affecting female and male participation in sport and recreational activity. This article explores a unique girls’ fiction series about competitive high school sport for females during the Progressive Era. These stories are significant in that they enabled young women to explore conventional and resistant viewpoints about competitive sport, usually a strictly masculine preserve. While these struggles occurred nearly one hundred years ago, echoes of these issues reverberate today in contemporary high school physical education and competitive sport programs.  相似文献   

17.
This paper explores the salience of sport in the lives of eight‐year‐old and nine‐year‐old South African primary school boys. Drawing on ethnographic and interview data, I argue that young boys' developing relationship with sport is inscribed within particular gendered, raced and classed discourses in South Africa. Throughout the paper I show differences and durability of meanings across the social sites that affect and position blacks, white, boys and girls. It is argued that young boys' early association with sport is centrally about identity and doing sport, or at least establishing interest in sport is one important way in claiming to be a real boy. The findings have implications for the call by the South African Government to get the nation to play.  相似文献   

18.
In sociometric research tradition, popularity is defined as the degree to which children are liked or accepted by their peers. However, research indicates that two definitions of popular students should be distinguished: (1) popular students as those students who are well liked by many and disliked by few peers, and (2) popular students as those students who are described as popular by their peers. The main purpose of the present study was to examine the relationship between sociometric and peer perceived popularity in Slovenian students of different grades of elementary and secondary school. Additionally, the age differences in the relationship between sociometric and peer perceived popularity were examined. Another purpose of the study was to investigate the differential relationships between concepts of popularity and some students' characteristics. The participants were 321 boys and 329 girls who ranged from the 5th grade of elementary school (the mean age 11.04 years) to the 3rd grade of secondary school (the mean age 17.02 years). The results of this study confirm previous findings that peer perceived popularity is a construct that is distinct from sociometric popularity. There are some substantial differences in relations between indices of perceived popularity and sociometric indices between elementary school students and secondary school students—i.e. between early adolescents and middle to late adolescents. It seems that perceived popularity and sociometric popularity are rather similar constructs in elementary school students, whereas in secondary school students they become almost unrelated to each other. Based on these findings, the terminological issues are discussed and some conclusions are made.  相似文献   

19.
This paper focuses on a commonly‐reported horizontal division between what boys feel to be the circumstances surrounding the lives of older generations and those surrounding their own. This aspect of individualization is explored, seeking to discover the discourses today's boys look to for routes to travel in their search for an independent, adult identity. The paper argues that, despite the increasingly fluid nature of the multiple masculinities that each boy, individually, works to create, some of their experiences are surprisingly common regardless of location or socio‐economic background. Following 111 boys aged 11–21 as they attempt to make sense of the messages they hear from home, school, the law and peer culture, I suggest that there has been an apparent narrowing of time and space around boys who see the life experience of figures such as teachers and parents as being too dated to hold relevance for themselves. Likewise the gilded lifestyles of famous sportsmen and stars from the entertainment industry are understood to be alien. This phenomenon forces boys to weigh up the positive and negative examples given by local, ‘older brother’ role models to the exclusion of more traditional figures.  相似文献   

20.
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   

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