TY  - GEN
N2  - An avalanche of recent newspapers, weekly news magazines, 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 this book the author 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"? The author 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.
AB  - An avalanche of recent newspapers, weekly news magazines, 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 this book the author 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"? The author 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.
T1  - Learning the hard waymasculinity, place, and the gender gap in education /
DA  - c2012.
CY  - New Brunswick, N.J. :
AU  - Morris, Edward W.,
CN  - ProQuest Ebook Central
CN  - ProQuest Ebook Central Academic Complete
CN  - LC212.92
PB  - Rutgers University Press,
PP  - New Brunswick, N.J. :
PY  - c2012.
ID  - 694086
KW  - Sex differences in education
KW  - High school boys
KW  - Men
KW  - Blacks
KW  - Academic achievement
SN  - 9780813553702
TI  - Learning the hard waymasculinity, place, and the gender gap in education /
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