Gender and Achievement: Exploring Boys’ Narratives of Male Identity and Education during Key Stage 1
Prof Doc Thesis
Wade, B. 2018. Gender and Achievement: Exploring Boys’ Narratives of Male Identity and Education during Key Stage 1. Prof Doc Thesis University of East London School of Psychology https://doi.org/10.15123/uel.874wz
Authors | Wade, B. |
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Type | Prof Doc Thesis |
Abstract | This research sought to explore the perceived gender achievement gap between girls and boys in the UK. In order to draw focus, the research focused on male identity, and its relation to education, for a group of boys in Key Stage 1. A literature review of research in this area was undertaken with analysis highlighting the relationship between maleness and education; a focus on tensions, process and the need for nuance; a critique of narratives around maleness and education; and a focus on older children. Underpinned by a social constructionist research perspective, a qualitative methodology was employed involving a semi-structured group interview with six boys aged 6-7 in a single rural primary school. A “small stories” narrative analysis focused on positioning within the boys’ narratives, positioning within the interview interaction, and the relationship between the interview narratives and wider narratives. The data was presented in the form of ten stories, re-storied from the interview transcripts. |
Year | 2018 |
Publisher | University of East London |
Digital Object Identifier (DOI) | https://doi.org/10.15123/uel.874wz |
File | License File Access Level Anyone |
Publication dates | |
May 2018 | |
Publication process dates | |
Deposited | 20 Nov 2019 |
https://repository.uel.ac.uk/item/874wz
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