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Learning the Hard Way : Masculinity, Place, and the Gender Gap in Education / Edward W. Morris.

By: Material type: TextTextSeries: Rutgers Series in Childhood StudiesPublisher: New Brunswick, NJ : Rutgers University Press, [2012]Copyright date: ©2012Description: 1 online resource (224 p.) : 8 figuresContent type:
Media type:
Carrier type:
ISBN:
  • 9780813553696
  • 9780813553702
Subject(s): Other classification:
  • online - DeGruyter
Online resources:
Contents:
Frontmatter -- Contents -- Acknowledgments -- Chapter 1. Introduction -- Chapter 2. Respect and Respectability -- Chapter 3. The Hidden Injuries of Gender -- Chapter 4. Too Cool for School -- Chapter 5. Rednecks and Rutters -- Chapter 6. Clownin’ and Riffin’ -- Chapter 7 .“Girls Just Care about It More” -- Chapter 8. Friday Night Fights -- Chapter 9. Conclusion -- Appendix. Research Methods: Process and Representation -- Notes -- References -- Index
Summary: An avalanche of recent newspapers, weekly newsmagazines, scholarly journals, and academic books has helped to spark a heated debate by publishing warnings of a “boy crisis” in which male students at all academic levels have begun falling behind their female peers. In Learning the Hard Way, Edward W. Morris explores and analyzes detailed ethnographic data on this purported gender gap between boys and girls in educational achievement at two low-income high schools—one rural and predominantly white, the other urban and mostly African American. Crucial questions arose from his study of gender at these two schools. Why did boys tend to show less interest in and more defiance toward school? Why did girls significantly outperform boys at both schools? Why did people at the schools still describe boys as especially “smart”? Morris examines these questions and, in the process, illuminates connections of gender to race, class, and place. This book is not simply about the educational troubles of boys, but the troubled and complex experience of gender in school. It reveals how particular race, class, and geographical experiences shape masculinity and femininity in ways that affect academic performance. His findings add a new perspective to the “gender gap” in achievement.
Holdings
Item type Current library Call number URL Status Notes Barcode
eBook eBook Biblioteca "Angelicum" Pont. Univ. S.Tommaso d'Aquino Nuvola online online - DeGruyter (Browse shelf(Opens below)) Online access Not for loan (Accesso limitato) Accesso per gli utenti autorizzati / Access for authorized users (dgr)9780813553702

Frontmatter -- Contents -- Acknowledgments -- Chapter 1. Introduction -- Chapter 2. Respect and Respectability -- Chapter 3. The Hidden Injuries of Gender -- Chapter 4. Too Cool for School -- Chapter 5. Rednecks and Rutters -- Chapter 6. Clownin’ and Riffin’ -- Chapter 7 .“Girls Just Care about It More” -- Chapter 8. Friday Night Fights -- Chapter 9. Conclusion -- Appendix. Research Methods: Process and Representation -- Notes -- References -- Index

restricted access online access with authorization star

http://purl.org/coar/access_right/c_16ec

An avalanche of recent newspapers, weekly newsmagazines, scholarly journals, and academic books has helped to spark a heated debate by publishing warnings of a “boy crisis” in which male students at all academic levels have begun falling behind their female peers. In Learning the Hard Way, Edward W. Morris explores and analyzes detailed ethnographic data on this purported gender gap between boys and girls in educational achievement at two low-income high schools—one rural and predominantly white, the other urban and mostly African American. Crucial questions arose from his study of gender at these two schools. Why did boys tend to show less interest in and more defiance toward school? Why did girls significantly outperform boys at both schools? Why did people at the schools still describe boys as especially “smart”? Morris examines these questions and, in the process, illuminates connections of gender to race, class, and place. This book is not simply about the educational troubles of boys, but the troubled and complex experience of gender in school. It reveals how particular race, class, and geographical experiences shape masculinity and femininity in ways that affect academic performance. His findings add a new perspective to the “gender gap” in achievement.

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 27. Jan 2023)