The simultaneous production of educational achievement and popularity: how do some pupils accomplish it?

By B. Francis, Christine Skelton, Barbara Read. 2010

142 citations recorded by the source corpus.

Subfields: Education, Gender Studies, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/12d0dce4102603346d1557a63f7a7d0babd33672

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Steven Dempster
2. B. Francis
3. C. Jackson
4. Jianzhong Xu
5. Christine Skelton

In Gender Studies

1. B. Francis
2. Steven Dempster
3. C. Jackson
4. Jianzhong Xu
5. Christine Skelton
6. Ursula Kessels

In Sociology and Political Science

1. B. Francis
2. Steven Dempster
3. C. Jackson

Citations in the corpus

• ‘I sat back on my computer … with a bottle of whisky next to me’: constructing ‘cool’ masculinity through ‘effortless’ achievement in secondary and higher education (2009, background): “The ways that pupils negotiated the middle way is discussed in detail elsewhere (Jackson 2006, see also Francis et al. 2009), but it involved balancing academic and social demands.”
• Re/theorising gender: female masculinity and male femininity in the classroom? (2010, background): “…friend of high-achieving popular pupil Kennedy, representing the disruptive half of a series of friendship couplets between high-achieving popular, and less high-achieving more disruptive pupils identified in our study, which we branded the ‘fall-guy phenomenon’6 (Francis, Skelton, and Read 2009).”