‘Troublesome boys’ and ‘compliant girls’: gender identity and perceptions of achievement and underachievement

Jones, Susan; Myhill, Debra

doi:10.1080/0142569042000252044

Cited by 151 publications

(134 citation statements)

References 3 publications

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“…In addition, the participants recount that boys were more physically active and exhibit better gross-motor development. The reported behaviours tended to conform to generally held stereotypes which depict girls as being more compliant than boys, who are livelier and who require more redirection (Jones and Myhill, 2004). These observations reflect Walters' (2010) concerns where she suggests that the sexes are often divided into two distinct groups where the exhibited behaviours could be viewed as the antithesis of each other and where their consistency is attributed to innate factors:…”

Section: Dg1rp1 -Discussion Group 1 Respondentmentioning

confidence: 99%

Perceptions of gender in early years

Wingrave

2016

Gender and Education

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This article presents an exploration of a group of Early Years Practitioners' (EYPs) perceptions of gender that may provide some insight into the growing divide between boys' and girls' educational performance (Burusic et al., 2012). I argue that the current media and educational interest in the gendered brain (Sax, 2005) and the influences that surround the child (Eckert and McConnell, 2013), can result in children acquiring social expectations and attitudes to learning that are different for both sexes. The frequent dimorphic treatment of boys and girls is often based on assumed biological differences (Baron-Cohen et al, 2004) that suggest that the sexes learn differently. This can result in the approaches to the care and education of children being established on their sex categories rather than their individual needs. My focus here is to explore practitioners' expectations and understanding of children's behaviour and learning in the nursery environment. The study is premised on the belief that practitioners' perceptions of gender could, as argued by Eliot (2009), result in self-fulfilling prophecies being (re)produced and (re)created. The deployment of stereotypical assumptions and practices could, I suggest, limit children's opportunities. The data used here is drawn from my doctoral study of the nature of gender as was understood by eight EYPs who took part in five discussion group sessions. An interpretative paradigm was adopted, where the EYPs' discussed their experiences and understanding of gender from their practice. Following Holloway and Wheeler (2013), the study explored experiences and perceptions in order to illuminate meaning and understanding. The findings indicated that there is a belief amongst the group of practitioners with whom I worked that gender is either innate or learned and that EYPs play no role in its development. The tentative conclusions suggest that changes to the education and training of EYPs are required in order to raise awareness of gender issues in nurseries. I suggest that there is a need to place gender back on the education and training agenda for EYP in order to support changes to practice that could, in turn, provide children with more equitable teaching and learning experiences.

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Section: Dg1rp1 -Discussion Group 1 Respondentmentioning

confidence: 99%

Perceptions of gender in early years

Wingrave

2016

Gender and Education

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“…These consistent findings across direct assessments and teacher ratings suggest that girls show strong regulation across settings, where demands and supports for regulation differ. Girls' persistent advantage in the United States is notable given that teacher ratings of other classroom skills have been found to vary systematically based on teacher characteristics (Mashburn, Hamre, Downer, & Pianta, 2006;Waterman, McDermott, Fantuzzo, & Gadsden, 2012) and student characteristics (Bennett, Gottesman, Rock, & Cerullo, 1993;Jones & Myhill, 2004).…”

Section: Gender Differences In Behavioral Regulationmentioning

confidence: 99%

Gender differences in behavioral regulation in four societies: The United States, Taiwan, South Korea, and China

Wanless

McClelland

Lan

et al. 2013

Early Childhood Research Quarterly

144

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The current study investigates gender differences in behavioral regulation in four societies: the United States, Taiwan, South Korea, and China. Directly assessed individual behavioral regulation (Head-Toes-Knees-Shoulders, HTKS), teacher-rated classroom behavioral regulation (Child Behavior Rating Scale, CBRS) and a battery of school readiness assessments (mathematics, vocabulary, and early literacy) were used with 814 young children (ages 3 to 6 years). Results showed that girls in the United States had significantly higher individual behavioral regulation than boys, but there were no significant gender differences in any Asian societies. In contrast, teachers in Taiwan, South Korea, as well as the United States rated girls as significantly higher than boys on classroom behavioral regulation. In addition, for both genders, individual and classroom behavioral regulation were related to many aspects of school readiness in all societies for girls and boys. Universal and culturally specific findings and their implications are discussed.

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“…Des travaux menés sur la déviance juvénile ont montré que les filles étaient plus conformistes que les garçons et qu'elles auraient moins tendance à adopter des conduites transgressives (Jones et Myhill, 2004 ;Moffitt et coll., 2002). Rappelons qu'au Québec, la participation à des JHA étatisés est illégale pour les personnes âgées de moins de 18 ans.…”

Section: Discussionunclassified

Les symptômes associés aux problèmes de jeux de hasard et d’argent à l’adolescence : étude comparative selon le sexe

Gendron¹,

Dufour

Brunelle

et al. 2014

dss

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De nombreux travaux ont documenté la présence de problèmes de jeux de hasard et d’argent (JHA) au sein de populations adolescentes. La prévalence du trouble chez les adolescents serait même plus élevée que celle trouvée auprès de populations adultes. Le présent article présente une synthèse des études québécoises rapportant la prévalence du jeu pathologique auprès de populations adolescentes, et il met l’accent sur les différences sexuelles. À partir d’une étude menée auprès de 1870 élèves du secondaire âgés de 14 à 18 ans, une description des habitudes de JHA des garçons et des filles est d’abord présentée. Ensuite, les critères autorévélés du DSM-IV-MR-J (Fisher, 2000), rapportés par les garçons et les filles aux prises avec des problèmes de jeu, sont comparés selon le sexe. Les résultats montrent que près d’un élève sur dix a des habitudes de JHA problématiques. Malgré le fait qu’il existe un écart quant à la proportion de garçons et de filles présentant des problèmes de JHA, les adolescents semblent éprouver les mêmes symptômes. Ces derniers se distinguent uniquement sur la préoccupation entretenue à propos de leurs habitudes de JHA, les garçons joueurs problématiques étant plus nombreux à avoir rapporté ce critère que les filles qui sont aux prises avec des problèmes de JHA.Many studies have documented the presence of gambling problems in adolescent populations. The prevalence of pathological gambling would be even higher among adolescents than in adult populations. This article presents a summary of the studies conducted in Quebec with adolescent populations on the prevalence of pathological gambling, with a focus on gender differences. It begins with a description of boys’ and girls’ gambling patterns, based on a study involving 1,870 high-school students between 14 and 18 years of age. Next, the symptom criteria for problem gambling (DSM-IV-MR-J ; Fisher, 2000) self-reported by boys and girls with gambling problems are explored. The results show that nearly one in ten present gambling problems. Despite a difference in the proportion of boys and girls presenting gambling problems, girls appear to have the same symptoms as boys do except for one criteria. Boys who are problem gamblers are more likely to report concerns about their gambling habits than girls are.Numerosos trabajos han documentado la presencia de problemas de juego de azar y de dinero en las poblaciones adolescentes. La prevalencia del problema en los adolescentes sería incluso más elevada que en las poblaciones adultas. Este artículo presenta una síntesis de los estudios quebequenses referidos a la prevalencia del juego patológico en las poblaciones adolescentes, poniendo el acento en las diferencias sexuales. A partir de un estudio llevado a cabo entre 1870 estudiantes de nivel secundario, cuyas edades se sitúan entre los 14 y los 18 años, se presenta en primer lugar una descripción de los hábitos en materia de juegos de azar y de dinero de varones y niñas. A continuación, se comparan según los sexos los criterios auto revelados del cuestio...

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‘Troublesome boys’ and ‘compliant girls’: gender identity and perceptions of achievement and underachievement

Cited by 151 publications

References 3 publications

Perceptions of gender in early years

Perceptions of gender in early years

Gender differences in behavioral regulation in four societies: The United States, Taiwan, South Korea, and China

Les symptômes associés aux problèmes de jeux de hasard et d’argent à l’adolescence : étude comparative selon le sexe

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