Masculinity, Educational Achievement and Social Status: A Social Network Analysis

Autor/in	Lusher, Dean
Titel	Masculinity, Educational Achievement and Social Status: A Social Network Analysis
Quelle	In: Gender and Education, 23 (2011) 6, S.655-675 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2010.527825
Schlagwörter	Foreign Countries; Statistical Analysis; Case Studies; Relationship; Masculinity; Academic Achievement; Single Sex Schools; Males; Secondary Schools; Social Networks; Network Analysis; Friendship; Social Status; Social Influences; Peer Relationship; Cultural Background; Australia + Suchen Sie Ihr Suchwort? Ausland; Statistische Analyse; Case study; Fallstudie; Case Study; Wechselbeziehung; Männlichkeit; Schulleistung; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Male; Männliches Geschlecht; Sekundarschule; Social network; Soziales Netzwerk; Netzplantechnik; Freundschaft; Sozialer Status; Sozialer Einfluss; Peer-Beziehungen; Australien
Abstract	This study utilises a quantitative case study social network approach to explore the connection between masculinity and scholastic achievement in two secondary, all-boys schools in Australia. In both schools two social networks representing social status are explored: the "friendship" network as a measure of status that includes emotional investment, and the "influence" network as a measure of status without emotion. Results demonstrate that for both schools the friendship network is not associated with academic achievement, though boys with similar levels of academic application cluster together. However, for the influence network there are effects related to achievement, application and attitudes toward an anti-academic/masculinity connection, as too toward ethno-cultural background. The results differ by school and show the importance of local context. However, similarities in the schools show that masculine identities may be engaged in the social interactions of students, ones which engage masculine stereotypes in public but not in private. (Contains 2 notes, 1 figure and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10