Bright and Beautiful: High achieving girls, ambivalent femininities, and the feminization of success in the primary school

Renold, Emma; Allan, Alexandra

doi:10.1080/01596300600988606

Cited by 101 publications

(98 citation statements)

References 30 publications

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“…Our data off ers a powerful portrait of the impact of school culture on academic success; we have a diversity of girls' in-depth analyses of what it means to be smart both in their own schools and across a variety of schools. Our research is unique to the specifi c schools in this region of Southern Ontario, Canada, but it also resonates with prominent U.K. research on school cultures and academic achievement (for example, Renold and Allan 2006;Francis et al 2012). Finally, since we do not draw on other information about these schools, such as how the schools promote or represent themselves or how they are defi ned by their administrations, our analysis is based solely on how the girls themselves understood and participated in creating the discursive spaces of their schools.…”

Section: Landscapes Of Academic Success • 71mentioning

confidence: 93%

“…Pomerantz et al 2013). Yet many studies have pointed to the ongoing diffi culties that girls continue to face as they negotiate gender inequality (see Renold and Allan 2006;Pomerantz and Raby 2011;Francis, Skelton, and Read 2012;Pomerantz et al 2013), particularly the intersections in girls' lives that hinder an exclusive concentration on gender Ringrose 2013). Drawing on data collected from a three-year study, "Smart Girls: Negotiating Academic Success in a Post-feminist Era," our work enters into this critical conversation through interviews with girls about their experiences of academic success.…”

Section: Catherine Driscollmentioning

confidence: 99%

“…Similarly, Agnes (fi ft een, BRH) said, "[A] boy can get away with looking any way if he is funny or has a good personality whereas girls can't." As others have illustrated through similar studies, and refl ective of current popular culture representations of smart girls, it is much easier to be a socially successful smart girl for those who are considered prett y and/or hot (Renold and Allan 2006;Skelton et al 2010;Francis et al 2012;Pomerantz and Raby 2015). Certainly some school climates seemed bett er for smart girls, but many girls across all four schools faced challenges if they were being overly studious and so were careful not to be too overt about their smartness, noticed girls dumbing down, and worried that looks were valued over intelligence.…”

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confidence: 99%

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Girlhood and the Politics of Place

Mitchell¹,

Rentschler²

2016

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All rights reserved. Except for the quotation of short passages for the purposes of criticism and review, no part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system now known or to be invented, without written permission of the publisher. Library of Congress Cataloging-in-Publication DataGirlhood and the politics of place / edited by Claudia Mitchell and Carrie Rentschler.pages cm Includes bibliographical references. ISBN 978-0-85745-602-1 (hardback) -ISBN 978-1-78533-017-9 (paperback) -ISBN 978-0-85745-647-2 (ebook) 1. Girls. 2. Girls-Social conditions. I. Mitchell, Claudia, editor. II. Rentschler, Carrie A., 1971-editor. HQ798.G52555 2016 2015026967 British Library Cataloguing in Publication Data A catalogue record for this book is available from the British LibraryThis work is published subject to a Creative Commons Attribution Noncommercial No Derivatives 4.0 International license. The terms of the licence can be found at https://creativecommons.org/licenses/by-nc-nd/4.0/.For permission to publish commercial versions please contact Berghahn Books. Á AcknowledgementsAs the editors of Girlhood and the Politics of Place , we have many people to thank, starting with the contributors themselves. Their keen interest in researching and writing about girlhood, and their commitment to prompt submission and revision of their respective chapters contributed to a smooth process. Reviewing is a critical part of publishing, and we therefore also thank the reviewers for their time and energy in engaging with the work of the authors and for off ering such constructive comments so generously.There are a number of people who deserve special mention. Caili Woodyard, Wilson Blakley, and Samantha Thrift of the Institute for Gender, Sexuality, and Feminist Studies at McGill University did incredible amounts of behind-the-scenes support work and organizing to staff the symposia and workshop on "Girlhood Studies and the Politics of Place," out of which many of the contributions were produced. Four key people provided editorial assistance and project oversight as we produced the book: Haidee Lefebvre, Lukas Labacher and Michelle Harazny of the Participatory Cultures Lab in the Faculty of Education, along with Emily Raine. Then Ann Smith brought it all together, and the book has been greatly enhanced by her contribution.Finally, we are grateful to the Social Sciences and Humanities Research Council of Canada for their fi nancial support of the editing and production of this book through the Connections Program, Media@ McGill, and the Dean of Arts Development Fund at McGill University, and for funds available to both the James McGill Professor in Integrated Studies in Education, and the William Dawson Scholar of Feminist Media Studies. We would also like to thank our publisher, Berghahn Books, for being willing to take on this book project in the fi rst place. Claudia Mitchell and Carrie Rentschler Á INTRODUCTION T...

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Section: Landscapes Of Academic Success • 71mentioning

confidence: 93%

Section: Catherine Driscollmentioning

confidence: 99%

mentioning

confidence: 99%

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Girlhood and the Politics of Place

Mitchell¹,

Rentschler²

2016

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“…Nyere studier peger dog på, at den angiveligt feminiserede skole ikke nødvendigvis er en fordel for pigerne, men snarere har ført til, at de i dag kaemper med at skulle klare sig godt på to fronter samtidig. De skal vaere både skarpe og smukke (bright and beautiful), altså både excellere i skolen og klare sig godt som piger i mere traditionel stereotypifi ceret forstand (Renold & Allan, 2006;Pomerantz & Raby, 2011). Ifølge en undersøgelse af Skelton et al (2010) harmonerer det dog sjaeldent, når piger på den ene side ønsker at vaere socialt accepterede ud fra traditionelle feminine vaerdier og på den anden side straeber efter intellektuel succes.…”

Section: Superpiger Og Taberdrengeunclassified

“…Samtidig traekker mediedebatten paralleller til tidligere feministiske studier af unge pigers konfl iktfyldte forsøg på både at have succes i skolen og at leve op til den sociale konstruktion om konventionel femininitet -kort sagt vaere både "bright and beautiful" (Renold & Allan, 2006) -men den gør det på en måde, der altovervejende indikerer ringeagt snarere end forståelse.…”

Section: Diskussion Og Konklusionunclassified

12-talspigerne i medierne: Rammesætning og stereotypificering af højtpræsterende piger og kvinder i det danske uddannelsessystem [Straight-A girls in the media: The framing and stereotypification of high performance girls and women in the Danish system of education]

Hansen

Blom

2017

MedieKultur

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Being ‘nuff’ and ‘scudding class’: exploring girls’ and boys’ perceptions of popularity, gender and achievement in Antiguan secondary schools

Cobbett

2013

British Educational Res J

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This paper will report on the findings from classroom observations and focus group discussions conducted on the topic of popularity and fitting in at school with girls and boys from four government secondary schools in Antigua. The findings show that whilst boys did experience difficulties negotiating academic success and acceptable masculinities, the consensus was that popularity was associated with low achievement for both girls and boys. However, there was evidence that some girls were able to work hard and maintain better peer relations than other high achieving students, but that this ‘balancing’ required conformity to hetero‐feminine norms as well as the espousal of rigid views about what girls can and can't do. This suggests that real equality is far from being reached.

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Bright and Beautiful: High achieving girls, ambivalent femininities, and the feminization of success in the primary school

Cited by 101 publications

References 30 publications

Girlhood and the Politics of Place

Girlhood and the Politics of Place

12-talspigerne i medierne: Rammesætning og stereotypificering af højtpræsterende piger og kvinder i det danske uddannelsessystem [Straight-A girls in the media: The framing and stereotypification of high performance girls and women in the Danish system of education]

Being ‘nuff’ and ‘scudding class’: exploring girls’ and boys’ perceptions of popularity, gender and achievement in Antiguan secondary schools

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