Bright and Beautiful: High Achieving Girls, Ambivalent Femininities, and the Feminization of Success in the Primary School

Autor/inn/en	Renold, Emma; Allan, Alexandra
Titel	Bright and Beautiful: High Achieving Girls, Ambivalent Femininities, and the Feminization of Success in the Primary School
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 27 (2006) 4, S.457-473 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
Schlagwörter	Females; Academic Achievement; Ethnography; Diaries; Foreign Countries; High Achievement; Feminism; Elementary School Students; Interviews; Observation; Gender Issues; Case Studies; Social Attitudes; Grade 5; Stereotypes; Sex Role; United Kingdom; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Schulleistung; Ethnografie; Diary; Tagebuch; Ausland; Feminismus; Interviewing; Interviewtechnik; Beobachtung; Geschlechterfrage; Case study; Fallstudie; Case Study; Social attidude; Soziale Einstellung; School year 05; 5. Schuljahr; Schuljahr 05; Klischee; Geschlechterrolle; Großbritannien
Abstract	This paper refocuses attention on and problematizes girls' experiences of school achievement and the construction of schoolgirl femininities. In particular, it centres on the relatively neglected experiences and identity work of high achieving primary school girls. Drawing upon ethnographic data (observations, interviews, and pupil diaries) from a broader study of girls' and boys' perceptions and experiences of schoolwork and achievement from two contrasting primary schools in a city in South Wales (UK), the paper will explore the gendered subjectivities of high achieving girls from diverse social and cultural backgrounds. Three narrative case studies are re-presented and analysed to explore the feminization of success and thus the tensions and contradictions as girls negotiate the pushes and pulls to be both "bright" (i.e. succeeding academically) and "beautiful" (succeeding in "doing girl"). Of key interest are the possibilities, costs, and consequences of girls producing ambivalent femininities and the rearticulation and transgression of normative ways of "doing clever" and "doing girl" in 21st century primary schools. (Contains 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10