Reference : School Alienation, Patriarchal Gender-Role Orientations and the Lower Educational Suc...
Scientific journals : Article
Social & behavioral sciences, psychology : Sociology & social sciences
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/10993/20145
School Alienation, Patriarchal Gender-Role Orientations and the Lower Educational Success of Boys. A Mixed-method Study
English
Hadjar, Andreas mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Backes, Susanne mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Gysin, Stefanie mailto []
Feb-2015
Masculinities and Social Change
Hipatia Press
4
1
85-116
Yes
International
2014-3605
Spain
[en] educational success ; boys ; school alienation ; masculinities
[en] This paper is an empirically backed contribution to the current ‘failing boys’ debate in regard to their lower educational success. The cross-sectional analysis focuses on two possible factors behind the lower educational success of boys in secondary school: school alienation and patriarchal gender-role orientations (as an expression of the ‘hegemonic masculinity’). School deviance on the behavioural level is considered as a main mediator between these factors and educational success. Furthermore, teaching style, peer attitudes and social origin are taken into account as important factors of educational success. Analyses are based on a Swiss mixed-method study (questionnaires among 872 eighth-graders, group discussions, class room observations). Results indicate that the gender gap in educational success is caused partly by boys being more alienated from school and preferring patriarchal gender-role orientations. The impacts of these factors on educational success are mediated by school deviance. An authoritative teaching style can largely reduce school alienation.
Researchers ; Professionals ; Students ; General public
http://hdl.handle.net/10993/20145
10.4471/MCS.2015.61

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