|About the book|
FIRST PRIZE WINNER of the SOCIETY FOR EDUCATIONAL STUDIES book award 2006
"As a practising youth worker and researcher, I found this book a fascinating and engaging read…It provides a useful analysis and exploration of the classed and gendered ‘anti-school’ ethic in place presently within many schools, and it will provide a meaningful analysis for academics, policymakers and practitioners and anyone with an interest in gender, education and young people."
Fin Cullen, Goldsmiths College, Review in Gender and Education
"I would [therefore] urge everyone concerned with what is happening in schools to read this book, with its fascinating data and nuanced arguments."
Heather Mendick, London Metropolitan University - Review in British Journal of Educational Studies
This innovative book looks at how and why girls and boys adopt ‘laddish’ behaviours in schools. It examines the ways in which students negotiate pressures to be popular and ‘cool’ in school alongside pressures to perform academically. It also deals with the fears of academic and social failure that influence pupils’ school lives and experiences.
Drawing extensively on the voices of students in secondary schools, it explores key questions about laddish behaviours, such as:
This topical book is key reading for students, academics and researchers in education, sociology and psychology, as well as school teachers and education policy makers.
|About the author|
Carolyn Jackson is Senior Lecturer in the Department of Educational Research at Lancaster University. She has researched and published on a number of topics relating to gender and education, including single-sex and co-educational learning environments, educational transitions, and attitudes towards school and school work. She has also published on the doctoral examination process.
|Table of contents|
‘Don’t revise, and be a bit bad, that’s more popular’: Social motives for ‘laddishness’
‘I don’t want them to think I’m thick’: Academic motives for ‘laddishness’
Combining insights to understand ‘laddishness’: Integrating theories about social and academic motives
‘I don’t like failure. I want to get good levels.’ Testing times: Academic pressures and fears in school
‘If you work hard in school you’re a geek’: Exploring the ‘uncool to work’ discourse
Fibs and fabrications: Strategies to avoid looking ‘stupid’ or ‘swotty’
Balancing acts: Who can balance the books and a social life, and how?
‘If I knew how to tackle "laddishness" I’d bottle it, sell it, and make a fortune’: Implications for teachers, schools and policy makers