Clandestine readers: Boys and girls going ‘undercover’ in school spaces

Scholes, Laura (2015) Clandestine readers: Boys and girls going ‘undercover’ in school spaces. British Journal of Sociology of Education, 36(3), pp. 359-374.

View at publisher

Abstract

Exploring the diverse nature of students’ interpretations of their reading experiences, this study moves beyond broad generalizations about boys and girls to consider complexities inherent in the social processes that influence students’ engagement in reading. While the study aimed to develop understandings about the ways notions of masculinity are constructed among different groups of boys and the influence of these differences on educational experiences such as reading, the masculine descriptions of some girls’ behaviour, or ‘masculine girls’, was an unexpected finding. Also considered is the unexpected finding that for some boys and girls there were tensions associated with anti-reading peer group cultures. In this paper one particular group of students identified as the Clandestine Readers are discussed. This group of boys and girls personally enjoyed reading although they felt compelled to conceal their endeavours; hence the clandestine factor in the title. The social processes that influenced boys’ and girls’ engagement with reading are highlighted.

Impact and interest:

0 citations in Scopus
Search Google Scholar™

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

ID Code: 99531
Item Type: Journal Article
Refereed: Yes
Keywords: masculinity, femininity, reading, socio-cultural practice, literate practice, gender
DOI: 10.1080/01425692.2013.826899
ISSN: 1465-3346
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2013 Taylor & Francis
Deposited On: 26 Sep 2016 23:37
Last Modified: 28 Sep 2016 00:41

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page