LEADER 04077nam 2200721Ia 450 001 9910826854103321 005 20240516213310.0 010 $a1-283-52672-7 010 $a9786613839176 010 $a0-8135-5370-9 024 7 $a10.36019/9780813553702 035 $a(CKB)3240000000065429 035 $a(EBL)988921 035 $a(OCoLC)808730643 035 $a(SSID)ssj0000713246 035 $a(PQKBManifestationID)11956005 035 $a(PQKBTitleCode)TC0000713246 035 $a(PQKBWorkID)10657916 035 $a(PQKB)10239616 035 $a(MiAaPQ)EBC988921 035 $a(MdBmJHUP)muse18889 035 $a(DE-B1597)529375 035 $a(DE-B1597)9780813553702 035 $a(Au-PeEL)EBL988921 035 $a(CaPaEBR)ebr10589780 035 $a(CaONFJC)MIL383917 035 $a(EXLCZ)993240000000065429 100 $a20111222d2012 uy 0 101 0 $aeng 135 $aurun#---|u||u 181 $ctxt 182 $cc 183 $acr 200 10$aLearning the hard way $emasculinity, place, and the gender gap in education /$fEdward W. Morris 205 $a1st ed. 210 $aNew Brunswick, N.J. $cRutgers University Press$dc2012 215 $a1 online resource (226 p.) 225 0 $aRutgers series in childhood studies 300 $aDescription based upon print version of record. 311 0 $a0-8135-5368-7 311 0 $a0-8135-5369-5 320 $aIncludes bibliographical references and index. 327 $tFront matter --$tContents --$tAcknowledgments --$tChapter 1. Introduction --$tChapter 2. Respect and Respectability --$tChapter 3. The Hidden Injuries of Gender --$tChapter 4. Too Cool for School --$tChapter 5. Rednecks and Rutters --$tChapter 6. Clownin? and Riffin? --$tChapter 7 .?Girls Just Care about It More? --$tChapter 8. Friday Night Fights --$tChapter 9. Conclusion --$tAppendix. Research Methods: Process and Representation --$tNotes --$tReferences --$tIndex 330 $aAn 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. 606 $aSex differences in education$zUnited States$vCase studies 606 $aHigh school boys$zUnited States$xSocial conditions$vCase studies 606 $aMen$zUnited States$xIdentity$vCase studies 606 $aBlack people$xRace identity$zUnited States$vCase studies 606 $aAcademic achievement$zUnited States$vCase studies 615 0$aSex differences in education 615 0$aHigh school boys$xSocial conditions 615 0$aMen$xIdentity 615 0$aBlack people$xRace identity 615 0$aAcademic achievement 676 $a370.15/1 700 $aMorris$b Edward W.$f1973-$01602780 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910826854103321 996 $aLearning the hard way$93926833 997 $aUNINA