‘Smart students get perfect scores in tests without studying much’: why is an effortless achiever identity attractive, and for whom is it possible?

What counts as success? Constructions of achievement in prestigious higher education programmes

“…Amanda's (medical student) comment that 'it feels like it's [high] status to get a high result based on little study-time' reflected the views of the majority of our interviewees. This accords with previous research suggesting that 'effortless' academic achievement is equated with intelligence or talent in many western societies, and being intelligent or talented is highly valued in and outside of educational contexts (Bourdieu and Passeron 1979;Power et al 1998;Walkerdine, Lucey, and Melody 2001;Jackson and Nyström 2015;Nyström 2014;Brown et al 2016). It is important to note that the term 'effortless achievement' is a little misleading.…”

“…For example, as noted earlier, the ways in which exceptionally high academic performance are normalised among some groups and anything other than excellence is regarded as failure can lead to stress, anxiety, fears of failure, shame and low self-worth (Walkerdine, Lucey, and Melody 2001). Additionally, constructions of success and success discourses shape, among other things: perceptions about who is most likely to be read by others as successful; students' approaches to learning and university life; feelings of belonging; career prospects; and wellbeing (Anderson, Kraus, and Keltner 2011;Jackson and Nyström 2015;Hailikari, Kordts-Freudinger, and Postareff 2016). In this particular paper, there is not space to consider in any detail the implications of students' perceptions of success.…”

Wendy, Peter and the Lost Boys—The Gendered Discourses of Welfare Service Practitioners and Their Young Clients

“…This is by no means the only way in which gender is discussed in educational contexts. Another travelling line of discourse relates to boys as effortless achievers, and naturally gifted compared to girls, who are regarded as diligent but lacking natural intellect (for an overview, see Jackson and Nyström, 2014). However, this discourse may present itself more in the everyday practices of school than as a topic of public concern.…”

The Relation Between Gender Egalitarian Values and Gender Differences in Academic Achievement

“…An often mentioned factor behind boys' underachievement in school is a social norm that putting effort into studying is regarded as "uncool" (Morris, 2012). This attitude is most common among boys, but it is also found among girls (Jackson and Nyström, 2015). An effect of gender egalitarian values could be that attitudes to studying become more similar between the genders, so that studying would be more "uncool" among girls in more gender egalitarian countries.…”