Extended editorial introduction to a double special issue on boys and schooling. Adopting a developmental perspective on boyhood, the editors frame these special issues on boys' education by reviewing research on their experience of schooling. In particular, they endeavor to illuminate boys' agency and opportunities they can find in schools for resistance to restrictive masculine regimes.
The Promise of Schooling for Boys
Michael C. Reichert and Joseph Nelson
Young Gay Males’ Experiences at School in Australia
This article is based on in-depth interviews with 14 young gay men aged between 18 and 25 years. Using narratives in a life-historical perspective the young men reflect upon their boyhood and adolescent years to highlight the many and varied issues confronting young gay males during this formative period. While a range of themes will be identified through use of inductive thematic analysis, it is the school environment and the process of schooling that highlights the issues associated with difference that young gay males confront while growing up. Life histories provide a unique method of understanding difference in the lives of individuals. Capturing the essence of meaning of a young gay male’s life (under the age of 18) through consensual research data is difficult due to the ethical dilemmas presented in requiring a parent or guardian to provide the right for participation. Therefore, life histories become even more important where young gay males are concerned in an attempt to understand the issues they confront while growing up gay in a heterosexualized culture.
Boys’ Polarized Perspectives on Reading
are at risk of failure, how schooling influences performances of masculinities, and the interplay of masculinities with everyday reading practices. As I have argued elsewhere ( Scholes 2013a , 2013b , forthcoming ), the underperformance of some boys
Images and Goals of Education in Dutch Educational Literature about Boys (1882-2005)
Angela J.M. Crott and Fabian Schurgers
Representations of the boy in Dutch educational literature shift considerably during the twentieth century while educational goals remain importantly unchanged. Optimism in education seen before the Second World War diminishes after the war as a result of social changes. While representations of boys take on increasingly negative tones, boys themselves may be changing little. This is suggested by the goals of education that remain constant during the entire century, goals which aim to free the boy as much as possible from troublesome behavior as mischief. Pedagogical aims to have boys adopt desired behavior, like courteousness, change during the 1970s and stress those of care and emotional strength. However, boys’ adoption of caring behaviors progresses so slowly the boy, often embraced as the hope of the fatherland in the first half of the twentieth century, is increasingly seen as a problem at the end of it.
Narratives of Four Jamaican Girls’ Identity and Academic Success
Rowena Linton and Lorna McLean
). Girls have achieved higher grades than boys throughout what is essentially mandatory schooling for nearly a century ( Voyer and Voyer 2014 ). Black girls continue to redefine academic boundaries and reject unmerited social norms in (re)claiming their own
Mapping the Molecular in the Lives of Girls
Jessica Ringrose. 2013. Postfeminist Education? Girls and the Sexual Politics of Schooling. London: Routledge
Chandler P. Miranda, Lisette Enumah and Chy McGhee
Edward Fergus, Pedro Noguera, and Margary Martin. 2014. Schooling for Resilience: Improving the Life Trajectory of Black and Latino Boys. Cambridge, MA: Harvard Education Press. 296 pp. ISBN: 978-1-61250-675-3 (cloth) 978-1-61250-674-6 (pb)
Disciplinary Violence at the Intersection of Race and Gender in Shifting Contexts
Catherine Kramarczuk Voulgarides
In this article, I explore how the social contract of schooling and the three functions of schooling (Noguera 2003)—to sort, to socialize, and to control— impact and constrain the freedom and agency of a group of young Black and Latinx men in one suburban school district that was experiencing sociodemographic shifts in the Northeastern United States. I use qualitative data to frame how the young men experience schooling, and I show how the local community context facilitates the institutionalization of discriminatory sorting processes and racially prejudiced norms. I also show how the young men are excessively controlled and monitored via zero tolerance disciplinary practices, which effectively constrains their humanity and capacity to freely exist in their school and which inadvertently strengthens the connective tissue between schools and prisons.
The Impact of Exclusionary Practices on the School Lives of African-American Males
This article focuses on findings from a subgroup of African-American male students as part of a broader qualitative dissertation research study, which explored how exclusion and marginalization in schools impact the lives of African-American students. The study focused on the perspectives of youth attending both middle and high schools in Michigan, and investigated how students who have experienced forms of exclusion in their K–12 schooling viewed their educational experiences. Key themes that emerged from the study were lack of care, lack of belonging, disrupted education, debilitating discipline, and persistence and resilience. These themes were analyzed in relation to their intersectionality with culture, ethnicity, race, class, and gender.
Erica Morales, Alex Blower, Samantha White, Angelica Puzio and Matthew Zbaracki
Ingram, Nicola. 2018. Working-Class Boys and Educational Success: Teenage Identities, Masculinities, and Urban Schooling. London: Palgrave Macmillan.
Pinkett, Matt, and Mark Roberts. 2019. Boys Don’t Try? Rethinking Masculinity in Schools. London: Routledge.
Agyepong, Tera Eva. 2018. The Criminalization of Black Children: Race, Gender, and Delinquency in Chicago’s Juvenile Justice System, 1899–1945. Chapel Hill: University of North Carolina Press.
Farrell, Warren, and John Gray. 2018. The Boy Crisis. Dallas, TX: BenBella Books.
Potter, Troy. 2018. Books for Boys: Manipulating Genre in Contemporary Australian Young Adult Fiction.Wissenschaftlicher Verlag Trier.