Negotiating the dichotomy of boffin and Triad: British-Chinese pupils’ constructions of ‘laddism’

Hdl Handle:
http://hdl.handle.net/10142/12446
Title:
Negotiating the dichotomy of boffin and Triad: British-Chinese pupils’ constructions of ‘laddism’
Authors:
Francis, Becky; Archer, Louise
Abstract:
Little research has examined constructions of gender among young British-Chinese. This paper seeks to further understanding in this area, particularly in relation to notions of ‘laddism’ currently deployed in educational policy discourse around gender and achievement. As a group British-Chinese boys tend to very high achievement in the British Education system. The notion of ‘laddish behaviour’ as an explanation for boys’ apparent underachievement in comparison to girls at GCSE level was discussed with British-Chinese pupils. An overwhelming majority of British-Chinese pupils supported this explanation, and a majority of these pupils applied notions of ‘laddish behaviour’ to British-Chinese boys, to some extent contesting stereotypes of the Chinese as uniformly ‘good pupils’. However, the discourses of ‘the good Chinese pupil’ and ‘Chinese value of education’ were frequently drawn on by pupil respondents, with the result that the pupils often presented British-Chinese manifestations of ‘laddism’ as mild versions in comparison with pernicious ‘others’. The paper discusses different presentations of laddism among some of the male respondents. It concludes by analysing the impact of ‘raced’ and gendered discourses on British-Chinese constructions of masculinity. British-Chinese boys may be able to adopt versions of masculinity which do not impede their learning, but this tended to result in their masculinity being problematised in teacher discourse
Citation:
Sociological Review 2005, 53, 3
Issue Date:
2005
URI:
http://dx.doi.org/10.1111/j.1467-954X.2005.00563.x
Submitted date:
2005
Type:
Article
Language:
en
Appears in Collections:
Department of Education Collection

Full metadata record

DC FieldValue Language
dc.contributor.authorFrancis, Becky-
dc.contributor.authorArcher, Louise-
dc.date.accessioned2007-06-28T14:13:41Z-
dc.date.available2007-06-28T14:13:41Z-
dc.date.issued2005-
dc.date.submitted2005-
dc.identifier.citationSociological Review 2005, 53, 3en
dc.identifier.urihttp://dx.doi.org/10.1111/j.1467-954X.2005.00563.x-
dc.description.abstractLittle research has examined constructions of gender among young British-Chinese. This paper seeks to further understanding in this area, particularly in relation to notions of ‘laddism’ currently deployed in educational policy discourse around gender and achievement. As a group British-Chinese boys tend to very high achievement in the British Education system. The notion of ‘laddish behaviour’ as an explanation for boys’ apparent underachievement in comparison to girls at GCSE level was discussed with British-Chinese pupils. An overwhelming majority of British-Chinese pupils supported this explanation, and a majority of these pupils applied notions of ‘laddish behaviour’ to British-Chinese boys, to some extent contesting stereotypes of the Chinese as uniformly ‘good pupils’. However, the discourses of ‘the good Chinese pupil’ and ‘Chinese value of education’ were frequently drawn on by pupil respondents, with the result that the pupils often presented British-Chinese manifestations of ‘laddism’ as mild versions in comparison with pernicious ‘others’. The paper discusses different presentations of laddism among some of the male respondents. It concludes by analysing the impact of ‘raced’ and gendered discourses on British-Chinese constructions of masculinity. British-Chinese boys may be able to adopt versions of masculinity which do not impede their learning, but this tended to result in their masculinity being problematised in teacher discourseen
dc.format.extent414858 bytes-
dc.format.mimetypeapplication/pdf-
dc.language.isoenen
dc.subjectBiritsh-Chineseen
dc.subjectboysen
dc.subjectgenderen
dc.subjectladdismen
dc.subjecteducationen
dc.subjectgirlsen
dc.subjectmasculinityen
dc.titleNegotiating the dichotomy of boffin and Triad: British-Chinese pupils’ constructions of ‘laddism’en
dc.typeArticleen
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