Popular Girls Aren't into Reading: Reading as a Site for Working-Class Girls' Gender and Class Identity Work

Autor/in	Scholes, Laura
Titel	Popular Girls Aren't into Reading: Reading as a Site for Working-Class Girls' Gender and Class Identity Work
Quelle	In: Critical Studies in Education, 62 (2021) 2, S.179-194 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scholes, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2019.1601633
Schlagwörter	Foreign Countries; Elementary School Students; Females; Peer Acceptance; Student Attitudes; Reading Attitudes; Femininity; Social Status; Academic Achievement; Preadolescents; Working Class; Gender Differences; Grade 5; Grade 6; Cultural Capital; Social Capital; Australia + Suchen Sie Ihr Suchwort? Ausland; Weibliches Geschlecht; Schülerverhalten; Reading behavior; Rading behaviour; Leseverhalten; Femaleness; Weiblichkeit; Sozialer Status; Schulleistung; Pre-adolescence; Präadoleszenz; Arbeiterklasse; Geschlechterkonflikt; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Sozialkapital; Australien
Abstract	A seminal body of work emerged in the 1980s recognising reading as a site for gender and class identity work. However, understandings around working-class girls' reading identities are invisible in the current Australian education policy space where gender equalities with respect to curriculum subjects have disappeared. This paper draws on a broader study of the reading experiences of 615 boys and girls attending elementary schools in Australia to focuses on interviews with eight girls (9-11 years old) attending schools in lower socioeconomic communities. The paper explores the girls' perspectives on reading, being popular at school, and academic success from an understanding of literacy as social practice. Highlighted are discourses of femininity associated with reading where popularity is associated with anti-reading identities; being pretty and hanging out with the boys is associated with higher social status; and doing well academically can lead to social marginalisation. Highlighted are tensions between the lived lives of the girls and the idealised feminine reader depicted in the educational policy context in Australia and broader performativity agendas where girls are illustrated as successful and motivated readers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01