ERIC Number: EJ718592
Record Type: Journal
Publication Date: 2005-Sep
Reference Count: 27
"I'm the Best in Maths. Boys Rule, Girls Drool." Masculinities, Mathematics and Primary Schooling
Perspectives in Education, v23 n3 p1-10 Sep 2005
This article presents elements of an ethnographic study of gendered identities among boys and girls in the early years of primary schooling. Foregrounding group work in mathematics as a key arena for the production of young masculine identities, this article goes some way to addressing what is absent from sociological portrayals of young children, gender and mathematics education. Drawing on data derived from a top set mathematics group comprising five boys and one girl in a Grade 2 classroom, the article examines the ways in which a group's social dynamics interacted to define and regulate hegemonic masculinity. Boys in this study associate with mathematics, engage in oppositional and gendered discourses, claim power over girls and construct a version of masculinity which correlates with prestige and these have inequitable effects. I conclude by arguing that a focus on the early years using theoretical spaces offered by masculinity studies is really useful in understanding young boys' and girls' developing relationship with mathematics.
Descriptors: Grade 2, Masculinity, Foreign Countries, Social Environment, Group Dynamics, Mathematics Education, Ethnography, Gender Issues, Sex Stereotypes, Classroom Environment, Elementary School Students
Perspectives in Education, Faculty of Education, University of Pretoria, Pretoria 0002, South Africa. Tel: +27 (0)12 420 4732; Fax: +27 (0)12 362 5122; e-mail: firstname.lastname@example.org.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 2
Authoring Institution: N/A
Identifiers - Location: South Africa