Girls’ World or Anxious Times: what's really happening at school in the gender war?

Barker, Bernard

doi:10.1080/0013191970490301

Cited by 29 publications

(18 citation statements)

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“…Staff felt that boys appeared more concerned with preserving an image of reluctant involvement or disengagement, and the feeling persisted that, for many boys, it was not acceptable to be seen to be interested or stimulated by academic work. (p. 303) Similarly, Barker (1997) argues:…”

Section: Introductionmentioning

confidence: 91%

“…The notion that 'laddishness' or 'macho' cultures may be impeding boys' progress at school has also emerged from the work of many educational researchers, both in the UK and overseas (Mac an Ghaill, 1994;Younger & Warrington, 1996;Barker, 1997;Parry, 1997;Francis, 1999Francis, , 2000Martino, 1999;Warrington et al, 2000). For example, Younger & Warrington (1996) observed on the basis of their research in a Suffolk secondary school that:…”

Section: Introductionmentioning

confidence: 95%

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'Laddishness' as a Self-worth Protection Strategy

Jackson¹

2002

Gender and Education

165

131

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Laddishness' is central to the current discourse on boys ' 'underachievement', with 'laddish' behaviours being seen by many people as an impediment to the progress of some boys in school. The article attempts to demonstrate how self-worth theory may complement and extend our understandings of 'laddish' behaviours, which are currently informed by theories of masculinities. More speci cally, it is argued that it may be the case that for some secondary school boys, the construct of 'laddishness' acts as a self-worth protection strategy-protecting self-worth both from the implications of a lack of ability and from the implications of being seen to be feminine. The argument is developed by comparing characteristics of key self-worth protection or self-handicapping strategies with the behaviours reported by teachers, pupils and researchers to be characteristics of 'laddish' behaviour.

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Section: Introductionmentioning

confidence: 91%

Section: Introductionmentioning

confidence: 95%

'Laddishness' as a Self-worth Protection Strategy

Jackson¹

2002

Gender and Education

165

131

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“…(21-year-old male student, level 3) Concern for male underachievement in British schools is well documented (Francis, 1999;Griffen, 2000;Reed, 2001), highlighting that female pupils are doing better than their male peers at every level of school-based education (OFSTED, 1996;Barker, 1997;Arnott et al, 1998;MacInnes, 1998). While concern over male educational 'underperformance' has been documented since the seventeenth century (Cohen, 1998), indeed a 1928 Board of Education report blamed the fact that "boys have a period of healthy idleness" on their relative educational underperformance (Skelton, 2001), it was not until the introduction of the National Curriculum and the publication of league tables in 1988 that girls' out-performance of boys in a range of subjects was first highlighted (Francis & Skelton, 2001).…”

Section: Introductionmentioning

confidence: 94%

“It's not all about grades”: accounting for gendered degree results in geography at Brunel University

Smith

2004

Journal of Geography in Higher Education

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This paper explores the results of an 18-month study at Brunel University that aimed to explain the significant gendered differences in academic performance amongst geography students. Male students are doing considerably less well than their female peers, being awarded far fewer first class and upper second class degrees, a phenomenon that cannot be accounted for by A-level entry grades. This paper draws on interviews with students which suggest that differences in achievement are explained by the fact that males and females perform the role of student in very different ways. While females are generally performing the role of hard-working, dedicated and focused student, males seem to be identifying with a 'macho' culture that glorifies sporting prowess and socializing at the expense of academic study.

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“…Erkek öğrenciler öğrenme ortamlarında erkeksi özelliklerini sergileyebilecekleri davranışlar sergileme eğilimindeyken, ayrıca akademik faaliyetleri yerine getirmeyi kadınsı bir faaliyet olarak algılamaktadırlar. Dolayısıyla, kendileri için önemli olan bir ortam olan sınıfta erkek öğrenciler kadınsı algılanmak yerine akademik faaliyetlerini erteleyerek erkeksi bir çizgide kalmayı arzulamaktadırlar (Barker, 1997;Jackson, 2002). Öte yandan kollektivist ve bağımlı toplumlarda kadınların toplumsal değerlere erkeklere oranla daha bağımlı olması psikolojik, sosyolojik, eğitsel birçok değişkende cinsiyete dayalı farklılıkların oluşmasına neden olarak gösterilmektedir (Karakitapoğlu-Aygün ve İmamoğlu, 2002).…”

Section: Tartişma Ve Sonuçunclassified

Cinsiyetin Akademik Erteleme Üzerindeki Etkisi: Meta-Analiz

ÇIKRIKÇI¹

2016

HUJE

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ÖZ:Bu meta-analiz çalışmasında cinsiyetin akademik erteleme üzerindeki üzerindeki etkisi test edilmiştir. Öncelikle literatür taraması yapılarak ilgili yayınlar bir havuzda toplanmıştır (n=97). Araştırmacılar tarafından belirlenen ölçütler doğrultusunda 25 çalışmanın analize dahil edilmesine karar verilmiştir. Rassal etki modeli kullanılarak yapılan analiz sonuçları, cinsiyetin akademik erteleme üzerinde düşük düzeyde anlamlı etkisinin olduğunu göstermektedir (f=25, d= .25, p<.001, SEd= .05). Çalışmada araştırmanın yapıldığı ülke, örneklem grubu ve yayım türü moderatör, değişken olarak belirlenmiştir. Sadece araştırmanın yapıldığı ülke değişkeninin moderatör değişken olduğu belirlenmiştir (Qb= 15.48, df= 1, p<.05). Elde edilen sonuçlara göre cinsiyet akademik erteleme üzerinde etki yaratan bir değişkendir. Ayrıca Türkiye ile diğer ülkelerde yapılan çalışmalar arasında cinsiyetin akademik erteleme üzerindeki etkisi bağlamında anlamlı bir farklılık bulunmaktadır. Anahtar sözcükler: Akademik erteleme, cinsiyet, meta-analiz ABSTRACT:In current meta-analysis study, the effect of gender on academic procrastination was tested. First of all, studies obtained by literature review were collected in a pool (N = 97). At the end of the investigations in line with the criteria determined by researchers, 25 studies were included in the analysis. The results of random effect model revealed that gender has a low-level effect on academic procrastination (f=25, d= .25, p<.001, SEd= .05). Research groups (high school and university), research country (Turkey, others) research types (thesis or article) were determined as moderator variables within the present study. Only research country variable was determined as moderator variable (Qb= 15.48, df= 1, p<.05). According to the research results, gender is a variable that causes an effect on academic procrastination. In addition, there is a significant difference between research in Turkey and others with regard to the effect of gender on academic procrastination.

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Girls’ World or Anxious Times: what's really happening at school in the gender war?

Cited by 29 publications

References 0 publications

'Laddishness' as a Self-worth Protection Strategy

'Laddishness' as a Self-worth Protection Strategy

“It's not all about grades”: accounting for gendered degree results in geography at Brunel University

Cinsiyetin Akademik Erteleme Üzerindeki Etkisi: Meta-Analiz

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