04077nam 2200721Ia 450 991082685410332120240516213310.01-283-52672-797866138391760-8135-5370-910.36019/9780813553702(CKB)3240000000065429(EBL)988921(OCoLC)808730643(SSID)ssj0000713246(PQKBManifestationID)11956005(PQKBTitleCode)TC0000713246(PQKBWorkID)10657916(PQKB)10239616(MiAaPQ)EBC988921(MdBmJHUP)muse18889(DE-B1597)529375(DE-B1597)9780813553702(Au-PeEL)EBL988921(CaPaEBR)ebr10589780(CaONFJC)MIL383917(EXLCZ)99324000000006542920111222d2012 uy 0engurun#---|u||utxtccrLearning the hard way masculinity, place, and the gender gap in education /Edward W. Morris1st ed.New Brunswick, N.J. Rutgers University Pressc20121 online resource (226 p.)Rutgers series in childhood studiesDescription based upon print version of record.0-8135-5368-7 0-8135-5369-5 Includes bibliographical references and index.Front matter --Contents --Acknowledgments --Chapter 1. Introduction --Chapter 2. Respect and Respectability --Chapter 3. The Hidden Injuries of Gender --Chapter 4. Too Cool for School --Chapter 5. Rednecks and Rutters --Chapter 6. Clownin’ and Riffin’ --Chapter 7 .“Girls Just Care about It More” --Chapter 8. Friday Night Fights --Chapter 9. Conclusion --Appendix. Research Methods: Process and Representation --Notes --References --IndexAn avalanche of recent newspapers, weekly newsmagazines, scholarly journals, and academic books has helped to spark a heated debate by publishing warnings of a “boy crisis” in which male students at all academic levels have begun falling behind their female peers. In Learning the Hard Way, Edward W. Morris explores and analyzes detailed ethnographic data on this purported gender gap between boys and girls in educational achievement at two low-income high schools—one rural and predominantly white, the other urban and mostly African American. Crucial questions arose from his study of gender at these two schools. Why did boys tend to show less interest in and more defiance toward school? Why did girls significantly outperform boys at both schools? Why did people at the schools still describe boys as especially “smart”? Morris examines these questions and, in the process, illuminates connections of gender to race, class, and place. This book is not simply about the educational troubles of boys, but the troubled and complex experience of gender in school. It reveals how particular race, class, and geographical experiences shape masculinity and femininity in ways that affect academic performance. His findings add a new perspective to the “gender gap” in achievement.Sex differences in educationUnited StatesCase studiesHigh school boysUnited StatesSocial conditionsCase studiesMenUnited StatesIdentityCase studiesBlack peopleRace identityUnited StatesCase studiesAcademic achievementUnited StatesCase studiesSex differences in educationHigh school boysSocial conditionsMenIdentityBlack peopleRace identityAcademic achievement370.15/1Morris Edward W.1973-1602780MiAaPQMiAaPQMiAaPQBOOK9910826854103321Learning the hard way3926833UNINA