Clandestine Readers: Boys and Girls Going "Undercover" in School Spaces

Autor/in	Scholes, Laura
Titel	Clandestine Readers: Boys and Girls Going "Undercover" in School Spaces
Quelle	In: British Journal of Sociology of Education, 36 (2015) 3, S.359-374 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2013.826899
Schlagwörter	Gender Differences; Masculinity; Males; Females; Peer Influence; Reading Habits; Comparative Analysis; Social Influences; Femininity; Sex Stereotypes; Foreign Countries; Mixed Methods Research; Semi Structured Interviews; Elementary School Students; Grade 4; Grade 5; Grade 6; Student Attitudes; Attitude Measures; Student Surveys; Australia + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Männlichkeit; Male; Männliches Geschlecht; Weibliches Geschlecht; Reading habit; Lesegewohnheit; Sozialer Einfluss; Femaleness; Weiblichkeit; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Schülerverhalten; Schülerbefragung; Australien
Abstract	Exploring the diverse nature of students' interpretations of their reading experiences, this study moves beyond broad generalizations about boys and girls to consider complexities inherent in the social processes that influence students' engagement in reading. While the study aimed to develop understandings about the ways notions of masculinity are constructed among different groups of boys and the influence of these differences on educational experiences such as reading, the masculine descriptions of some girls' behaviour, or "masculine girls", was an unexpected finding. Also considered is the unexpected finding that for some boys and girls there were tensions associated with anti-reading peer group cultures. In this paper one particular group of students identified as the Clandestine Readers are discussed. This group of boys and girls personally enjoyed reading although they felt compelled to conceal their endeavours; hence the clandestine factor in the title. The social processes that influenced boys' and girls' engagement with reading are highlighted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01