'Laddishness' as a Self-worth Protection Strategy

Abstract

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.

Mogelijke verklaringen voor onderwijsachterstanden van jongens

“…De heersende gedachte is dat het mannelijke en vrouwelijke ideaalbeeld, dat grotendeels al tijdens de vroegkinderlijke opvoeding is gevormd, vanaf ongeveer twaalfjarige leeftijd via groepsdruk door leeftijdsgenoten sterk normatief wordt opgelegd (Skelton, Francis & Valkanova, 2007). En terwijl het typische vrouwelijke ideaalbeeld (ijverig, conformerend, gehoorzaam) goed aansluit bij de cultuur van de school, is het mannelijke ideaalbeeld (stoer, agressief, opstandig; 'laddish behaviour') juist sterk anti-school (Jackson, 2002;Van de gaer, De Munter & Van Damme, 2004). Er ontstaat dus een conflict tussen de cultuur van de school enerzijds en de normen en waarden van jongens die zichzelf willen positioneren als 'te stoer voor school' ('too cool for school') anderzijds, dat mogelijk bijdraagt aan de huidige jongensachterstand.…”

What Research Has to Say About Gender-Linked Differences in CMC and Does Elementary School Children’s E-mail Use Fit This Picture?

“…All four studies in educational settings report a female preference for taskoriented uses of CMC. This outcome fits within a general view in which the appearance of working diligently in school is considered 'feminine' (e.g., Arnot 2006;Frank et al 2003;Jackson 2002;Reay 2001;Younger et al 2005). Boys often seek other ways of 'doing gender' in school.…”

Adolescent perceptions of the importance of teachers as a therapeutic support in coping with their problems

“…Lightfoot (1998), for example, reported Stephen Byers, when he was the School Standards Minister, arguing that boys have adopted an anti-learning culture, where taking part in school work is regarded negatively. Jackson (2002) takes this further, by suggesting that "laddishness" is actually a means of self-protection, covering up for lack of ability, or from appearing feminine. These sorts of problems may well encourage the teacher to respond to the far higher profile of the problems of boys, to the neglect of girls.…”