Details

Subject(s)

• Sex differences in education—United States—Case studies [Browse]
• High school boys—United States—Social conditions—Case studies [Browse]
• Men—United States—Identity—Case studies [Browse]
• Black people—Race identity—United States—Case studies [Browse]
• Academic achievement—United States—Case studies [Browse]

Series

Rutgers series in childhood studies

Summary note

An 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.

Notes

Description based upon print version of record.

Bibliographic references

Includes bibliographical references and index.

Language note

English

Contents

• 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
• Index

Show 13 more Contents items

ISBN

• 1-283-52672-7
• 9786613839176
• 0-8135-5370-9

OCLC

808730643

Doi

• 10.36019/9780813553702

Statement on responsible collection description

Princeton University Library aims to describe library materials in a manner that is respectful to the individuals and communities who create, use, and are represented in the collections we manage. Read more...