Boffin and Geek Identities: Abject or Privileged?

Autor/inn/en	Mendick, Heather; Francis, Becky
Titel	Boffin and Geek Identities: Abject or Privileged?
Quelle	In: Gender and Education, 24 (2012) 1, S.15-24 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2011.564575
Schlagwörter	Foreign Countries; Young Adults; Educational Sociology; High Achievement; Student Subcultures; Social Class; Identification (Psychology); Secondary School Students + Suchen Sie Ihr Suchwort? Ausland; Young adult; Junger Erwachsener; Bildungssoziologie; Erziehungssoziologie; Social classes; Soziale Klasse; Sekundarschüler
Abstract	High achievement, and in particular, the role of the academically diligent and successful "boffin" or "geek", are notably under-researched areas in the sociology of education. Issues around gender and other aspects of identity in relation to such pupils are particularly under-researched. In this Viewpoint article we draw on evidence from our recent research projects including young people interpolated to, or identifying with, the subject position of "boffin/geek" and media representations of such positions. We debate some tensions between our work, drawing out shared findings. The article considers issues around capital, experience, and the extent of exclusion/inclusion for boffins/geeks, discussing to what extent such young people can be considered marginalised and abjected or agentic and privileged. We argue that structural factors such as gender, social class, "race", age, and institutional location impact on these constructions and outcomes. (Contains 10 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10