Boffin and geek identities: abject or privileged?

Abstract

High achievement, and in particular, the role of the academically diligent and successful 'boffin' or 'geek', are notably under-researched areas in the sociology of education. Issues around gender and other aspects of identity in relation to such pupils are particularly under-researched. In this Viewpoint article we draw on evidence from our recent research projects including young people interpolated to, or identifying with, the subject position of 'boffin/geek' and media representations of such positions. We debate some tensions between our work, drawing out shared findings. The article considers issues around capital, experience, and the extent of exclusion/inclusion for boffins/geeks, discussing to what extent such young people can be considered marginalised and abjected or agentic and privileged. We argue that structural factors such as gender, social class, 'race', age, and institutional location impact on these constructions and outcomes.

Between a rock and a hard place: women and computer technology

“…This made it very difficult for them to see that their special ability is socially constructed. Our finding resonates perfectly with Mendick and Francis' (2012) argument that geeks connect strongly to mathematics, science, and technology (see also Varma 2007). Furthermore, Dinos never considered the gendered pattern of participation in mathematics; that doing mathematics is a way of doing masculinity, which obviously introduces more tensions for girls and women, than for boys and men (Mendick 2006).…”

“…Subsequently, the subject position of 'geek' is strongly related to power and agency. This resonates with Mendick and Francis' (2012) claim that the subject position of geek is privileged. So, although Dinos typically denies the distinction by favouring collaboration and rejecting competitiveness (although students at his department are very competitive -a culture that Dinos tries to resist and oppose) his perception remains essentially hierarchical.…”

Sciencey Girls: Discourses Supporting Working-Class Girls to Identify with Science

“…As Archer et al [36] have argued, science is perceived as not "girly", "sexy" or "glamorous" enough to fit with many girls' desirable performances of femininity. Labels like "boffin" and "geek", commonly associated with high academic achievers and those who are "good" at school science, further contribute to undesirability of the subject [37,38]. The challenges of negotiating their positioning in science are increased for girls from working-class backgrounds.…”

‘I'm a Geek I am’: academic achievement and the performance of a studious working-class masculinity

“…Introducing The Geeks: Educational achievement, subject-choice and family biographies Those young men who transgress a locality's social norms by being academically successful and having different cultural interests are often bullied and receive labels by their peers such as 'nerd ', 'dweeb', 'dork', 'freak', 'brainiac', 'boffin' 'swot' and 'geek' (see Connell 1989;Martino 1999;Pascoe 2007;Zekany 2011;Mendick and Francis 2012). While the word geek is a relatively simple term, it is full of ambiguity and has multiple meanings changing from place to place.…”