Deficit Models, Masculinity and Boys' Achievement
FORUM - ISSN 0963-8253
Volume 61 Number 3 (2019)
Deficit Models, Masculinity and Boys' Achievement
JOHN QUICKE pages 371-380
DOI: 10.15730/forum.2019.61.3.371
Abstract
Boys' underperformance relative to girls has been a major cause for concern in recent years. Some have seen the problem as linked to a dysfunctional anti-school masculine identity. The article explores this idea via a close reading of a popular text where the focus is on boys' behaviour and achievement in the context of a strategy for rethinking masculinity in schools. It suggests that grounding a definition of boys' achievement and identity in a deficit model is likely to result in the deviant labelling which most teachers seek to avoid. Moreover, this model is consonant with a view of research, curriculum and pedagogy in the current period where the constraints on the development of progressive reform are only too evident.
To cite this article
JOHN QUICKE (2019) Deficit Models, Masculinity and Boys' Achievement, FORUM, 61(3), 371-380. https://doi.org/10.15730/forum.2019.61.3.371