Conference presentation
Boys, Masculinity and Reading: Deconstructing the Homogenizing of Boys in Primary School Literacy Classrooms
International Conference on Learning, 17th (Hong Kong, 06-Jul-2010–09-Jul-2010)
Common Ground Publishing
2010
Abstract
This paper examines the influence of dominant discourses of masculinity on the apparent systematic underperformance of some groups of boys, compared to those of girls, on national and international reading tests. Systematic underperformance by some groups of boys has been reported in Australia and many other Western countries. While there is also evidence that many girls are underachieving in terms of reading outcomes this paper contributes to discussions about appropriate teaching pedagogy and practice for boys. In terms of educational contexts dominant discourses of masculinity have been identified as problematic for some boys and influential in determining educational outcomes in areas such as literacy. The perception of reading as a feminine pursuit has been proposed as a barrier for boys' who define their masculinity in opposition to femininity. This paper argues that masculinity is constructed differently among diverse groups of boys and that educators need to consider reading initiatives for boys and indeed girls within a framework that regards the multiplicity and interconnection of the immediate and wider socio-cultural influences. Drawing on research findings from a recent doctoral study this paper considers how boys' position reading in the construction of their masculinity, how these masculinities are interconnected with socio-cultural background and subsequently how these discourses of masculinity influence reading development in the classroom. As part of the study survey methods were employed in 2007 to develop a broad overview of 297 primary school boys' and girls' attitudes and beliefs about reading. To develop more in-depth understandings semi-structured interviews where then conducted in 2008 with 40 boys and girls who participated in the initial survey. The findings illustrate the diversity of the boys involved in the study and also highlight the need to expand the repertoire of experiences in reading for many boys in the classroom context. Furthermore, a contextual framework will be discussed as a model for developing initiatives for enhancing reading outcomes in diverse communities.
Details
- Title
- Boys, Masculinity and Reading: Deconstructing the Homogenizing of Boys in Primary School Literacy Classrooms
- Authors
- Laura Scholes (Author) - University of the Sunshine Coast - Faculty of Science, Health and Education
- Conference details
- International Conference on Learning, 17th (Hong Kong, 06-Jul-2010–09-Jul-2010)
- Publisher
- Common Ground Publishing
- Date published
- 2010
- Organisation Unit
- University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99449541002621
- Output Type
- Conference presentation
Metrics
5 File views/ downloads
674 Record Views