The simultaneous production of educational achievement and popularity: how do some pupils accomplish it?

Hdl Handle:
http://hdl.handle.net/10142/74614
Title:
The simultaneous production of educational achievement and popularity: how do some pupils accomplish it?
Authors:
Francis, Becky; Skelton, Christine; Read, Barbara
Abstract:
In spite of research showing that pupils—particularly boys—tend to experience tension between high academic achievement and popularity with peers at school, some pupils continue to maintain simultaneous production of both. This article focuses on a sample of 12-13 year-old pupils, identified as high achieving and popular, to examine classroom subjectivities, with attention to their practices around gender and educational achievement. Data are drawn from a qualitative study funded by the Economic and Social Research Council, which involved observation of classes at nine different co-educational state schools in England, and interviews with 71 high-achieving pupils, including 22 that were identified as high achieving and popular. The study findings belie the notion that high-achieving pupils necessarily jeopardise their social standing with classmates. However, it also demonstrates the importance of embodiment and even essential attributes in productions of subjectivity that successfully 'balance' popularity and achievement. Nevertheless, high-achieving and popular pupils are shown to undertake significant identity work, employing particular gendered performances and practices in order to maintain this simultaneous production.
Publisher:
Taylor Francis
Journal:
British Educational Research Journal
Issue Date:
May-2009
URI:
http://dx.doi.org/10.1080/01411920902919265
DOI:
10.1080/01411920902919265
Type:
Article
Language:
en
Sponsors:
ESRC
Appears in Collections:
Department of Education Collection

Full metadata record

DC FieldValue Language
dc.contributor.authorFrancis, Becky-
dc.contributor.authorSkelton, Christine-
dc.contributor.authorRead, Barbara-
dc.date.accessioned2009-07-21T10:40:19Z-
dc.date.available2009-07-21T10:40:19Z-
dc.date.issued2009-05-
dc.identifier.doi10.1080/01411920902919265-
dc.identifier.urihttp://dx.doi.org/10.1080/01411920902919265-
dc.description.abstractIn spite of research showing that pupils—particularly boys—tend to experience tension between high academic achievement and popularity with peers at school, some pupils continue to maintain simultaneous production of both. This article focuses on a sample of 12-13 year-old pupils, identified as high achieving and popular, to examine classroom subjectivities, with attention to their practices around gender and educational achievement. Data are drawn from a qualitative study funded by the Economic and Social Research Council, which involved observation of classes at nine different co-educational state schools in England, and interviews with 71 high-achieving pupils, including 22 that were identified as high achieving and popular. The study findings belie the notion that high-achieving pupils necessarily jeopardise their social standing with classmates. However, it also demonstrates the importance of embodiment and even essential attributes in productions of subjectivity that successfully 'balance' popularity and achievement. Nevertheless, high-achieving and popular pupils are shown to undertake significant identity work, employing particular gendered performances and practices in order to maintain this simultaneous production.en
dc.description.provenanceSubmitted by Becky Francis (b.francis@roehampton.ac.uk) on 2009-07-13T11:01:13Z No. of bitstreams: 0en
dc.description.provenanceRejected by Pat Simons(p.simons@roehampton.ac.uk), reason: I have rejected this as per the email from Catherine Shiplee who wanted to add more information before submitting. Pat on 2009-07-13T13:59:15Z (GMT)en
dc.description.provenanceSubmitted by Becky Francis (b.francis@roehampton.ac.uk) on 2009-07-21T09:56:46Z No. of bitstreams: 0en
dc.description.provenanceApproved for entry into archive by Pat Simons(p.simons@roehampton.ac.uk) on 2009-07-21T10:40:18Z (GMT) No. of bitstreams: 0en
dc.description.provenanceMade available in DSpace on 2009-07-21T10:40:19Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-05en
dc.description.sponsorshipESRCen
dc.language.isoenen
dc.publisherTaylor Francisen
dc.subjectgenderen
dc.subjecthigh achievementen
dc.subjecteducationen
dc.subjectpupilsen
dc.titleThe simultaneous production of educational achievement and popularity: how do some pupils accomplish it?en
dc.typeArticleen
dc.identifier.journalBritish Educational Research Journalen
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