“Brains before 'beauty'?” High achieving girls, school and gender identities

Research output: Contribution to journalArticle

Standard

“Brains before 'beauty'?” High achieving girls, school and gender identities. / Skelton, Christine; Francis, B; Read, B.

In: Educational Studies, 08.10.2009, p. 1-10.

Research output: Contribution to journalArticle

Harvard

APA

Vancouver

Author

Bibtex

@article{952e0c9a34bb4cd286a1ac66a5a974de,
title = "“Brains before 'beauty'?” High achieving girls, school and gender identities",
abstract = "In recent years educational policy on gender and achievement has concentrated on boys' underachievement, frequently comparing it with the academic success of girls. This has encouraged a perception of girls as the owinnerso of the educational stakes and assumes that they no longer experience the kinds of gender inequalities identified in earlier studies. However, trying to balance academic achievement with being seen as a oproper girlo presents girls with difficult challenges, particularly in terms of being accepted and approved of by classmates and securing the attention of teachers. This paper explores the views of a group of high achieving 12- to 13-year-old girls who indicate that being regarded as oclevero continues to be negotiated within acceptable frameworks of femininity.",
keywords = "secondary school, girls, achievement, gender",
author = "Christine Skelton and B Francis and B Read",
year = "2009",
month = oct,
day = "8",
doi = "10.1080/03055690903162366",
language = "English",
pages = "1--10",
journal = "Educational Studies",
issn = "0305-5698",
publisher = "Routledge",

}

RIS

TY - JOUR

T1 - “Brains before 'beauty'?” High achieving girls, school and gender identities

AU - Skelton, Christine

AU - Francis, B

AU - Read, B

PY - 2009/10/8

Y1 - 2009/10/8

N2 - In recent years educational policy on gender and achievement has concentrated on boys' underachievement, frequently comparing it with the academic success of girls. This has encouraged a perception of girls as the owinnerso of the educational stakes and assumes that they no longer experience the kinds of gender inequalities identified in earlier studies. However, trying to balance academic achievement with being seen as a oproper girlo presents girls with difficult challenges, particularly in terms of being accepted and approved of by classmates and securing the attention of teachers. This paper explores the views of a group of high achieving 12- to 13-year-old girls who indicate that being regarded as oclevero continues to be negotiated within acceptable frameworks of femininity.

AB - In recent years educational policy on gender and achievement has concentrated on boys' underachievement, frequently comparing it with the academic success of girls. This has encouraged a perception of girls as the owinnerso of the educational stakes and assumes that they no longer experience the kinds of gender inequalities identified in earlier studies. However, trying to balance academic achievement with being seen as a oproper girlo presents girls with difficult challenges, particularly in terms of being accepted and approved of by classmates and securing the attention of teachers. This paper explores the views of a group of high achieving 12- to 13-year-old girls who indicate that being regarded as oclevero continues to be negotiated within acceptable frameworks of femininity.

KW - secondary school

KW - girls

KW - achievement

KW - gender

U2 - 10.1080/03055690903162366

DO - 10.1080/03055690903162366

M3 - Article

SP - 1

EP - 10

JO - Educational Studies

JF - Educational Studies

SN - 0305-5698

ER -