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May 3, 2018 / C H Thompson

Feminisation of academic success

  • Masculine identity can be seen as incompatible with academic success
  • Forde (2006) boys are more likely to be influenced by their male peer group which might devalue schoolwork and so put them at odds with academic achievement. It is argued that girls do not experience a conflict of loyalties between friends and school to the same extent as boys
  • Jackson 2002 found disruptive behaviour will have a number of benefits by increasing a boy’s status with his peer group and can it can deflect attention away from academic performance
  • Kelly (1987) found science and the science classroom remain ‘masculine’ environments with boys dominating science classrooms
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