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ERIC Number: EJ952971
Record Type: Journal
Publication Date: 2011
Pages: 17
Abstractor: As Provided
Reference Count: 57
ISSN: ISSN-0159-6306
Not Just a "Boy Problem": An Exploration of the Complexities Surrounding Literacy Under-Achievement
Watson, Anne
Discourse: Studies in the Cultural Politics of Education, v32 n5 p779-795 2011
This paper examines literacy under-achievement and the limitations of gender-based literacy reforms grounded in essentialist notions of masculinity. It draws on qualitative case-study research conducted in one Ontario secondary school in a working-class community. It focuses on two grade 9 students and their teacher who participated in a larger study which examines how the norms and values associated with school-based literacy practices contribute to under-achievement. The cases highlighted in this paper are employed to raise critical questions about the way in which literacy under-achievement continues to be articulated as a "boy problem". This paper also illustrates how the complex and situated nature of the students' gendered and classed identities, interwoven with contextual and pedagogical factors, contribute to literacy under-achievement for some boys and some girls. In addition, it argues that the disjuncture between in- and out-of-school literacy practices warrants further study. (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Grade 9; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada