Boys, Science and Literacy: Place-Based Masculinities, Reading Practices and the 'Science Literate Boy'

Autor/inn/en	Stahl, Garth; Scholes, Laura; McDonald, Sarah; Mills, Reece; Comber, Barbara
Titel	Boys, Science and Literacy: Place-Based Masculinities, Reading Practices and the 'Science Literate Boy'
Quelle	In: Research Papers in Education, 38 (2023) 3, S.328-356 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stahl, Garth) ORCID (Scholes, Laura) ORCID (McDonald, Sarah) ORCID (Mills, Reece) ORCID (Comber, Barbara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2021.1964097
Schlagwörter	Males; Scientific Literacy; Place Based Education; Masculinity; Literacy Education; Self Concept; Middle School Students; Reading Attitudes; Scientific Attitudes; Sex Stereotypes; Rural Schools; Urban Schools; Foreign Countries; Grade 8; Reading Habits; Student Attitudes; Australia + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Männlichkeit; Selbstkonzept; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Reading behavior; Rading behaviour; Leseverhalten; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Ausland; School year 08; 8. Schuljahr; Schuljahr 08; Reading habit; Lesegewohnheit; Schülerverhalten; Australien
Abstract	The fields of science and literacy education continue to be shaped by pervasive gender inequality. Previous research has documented how the formation of a 'science identity' is contingent on access to science capital while research in literacy education continues to highlight how boys struggle in their literacy acquisition. Despite a robust scholarship on gendered literacy practices and gender in STEM subjects, to date, there has been little investigation of the relationships between boys' science identity/ies and their literacy practices. We draw on a case study of 24 middle school boys living and learning in two different regions (e.g. metropolitan, rural) where we focus on how boys conceive of themselves as learners in two curriculum areas: science and literacy. Bridging multiple areas of scholarship (e.g., science literacy, science identity, boys in schooling), we concentrate on the participants' "self-belief in science" and "self-belief as readers" and consider the way they inform each other in reference to place. The implications of our study concern how the "science literate boy" comes to be in reference to the construction of discursive performances of science masculinities and how they are maintained alongside literate identities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01