Masculinity, inequality and post-school opportunities: disrupting oppositional politics about boys' education

Gilbert, P., and Gilbert, R. (2001) Masculinity, inequality and post-school opportunities: disrupting oppositional politics about boys' education. International Journal of Inclusive Education, 5 (1). pp. 1-13.

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Abstract

Popular discourses about 'boys' education'—both in Australia and internationally—have often been drawn from oppositional storylines that construct 'boys' at school as a new disadvantaged group. This paper rejects such a construction, arguing that it fails to take account of the economic and social advantages that boys, as a single group, still experience in the post-schooling years; that it fails to differentiate within the category of 'boy', to examine how particular groups of boys fare far less well than do other groups of boys; and that it neglects the impact of constructs of masculinity upon boys' lives at school. The paper considers four issues of significance for boys at school: narrow and stereotypical subject choice; unruly and risk-taking behaviours; poor literacy achievement; and low school retention rates. However, it demonstrates that these issues predominantly affect boys who are unprotected by economic and social privilege.

Item ID: 13238
Item Type: Article (Refereed Research - C1)
ISSN: 1464-5173
Date Deposited: 16 Jul 2012 05:56
FoR Codes: 16 STUDIES IN HUMAN SOCIETY > 1608 Sociology > 160809 Sociology of Education @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%
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