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


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.

SORRY - you are not registered as being permitted online access to the full text of this article

You have the following options:

  1. If you are viewing this via an institution or academic library you can ask that your institution takes out a Subscription to this journal.
  2. If you already have a Personal Subscription please login below

    Forgotten your username / password? Click here to locate

  3. Purchase an annual Personal Subscription
    PRINT + DIGITAL personal subscription (£25 / year)
    DIGITAL personal subscription (£20 / year)
    A Personal Subscription provides immediate access not only to the single article you are seeking, but also to all past and future articles in this journal up to the expiry of your annual (calendar year) subscription.
  4. Purchase immediate access to this single article (UK£7.00) - Buy article Coming Soon

To cite this article
JOHN QUICKE (2019) Deficit Models, Masculinity and Boys' Achievement, FORUM, 61(3), 371-380.

Share this