Motives for 'Laddishness' at school: Fear of failure and fear of the 'feminine'.

By C. Jackson. 2003

197 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6390bee1309aad1ed35b537f2427e46ea0e70b2a

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In Education

In Gender Studies

Citations in the corpus

Understanding the gender and ethnicity attainment gap in UK higher education (2016, background): “Previous research shows that female students are more cooperative while working (Askew & Ross, 1988), and that rejecting academic work serves the purposes of social identity construction amongst male peer groups in school, while providing an excuse for failure (Jackson, 2003).”
‘Wild’ girls? An exploration of ‘ladette’ cultures in secondary schools (2006, background): “…of such attitudes are central to discourses on ‘laddishness’ and boys’ ‘underachievement’ (Younger & Warrington, 1996; Francis, 1999, 2000; Martino, 1999; Warrington et al., 2000, 2003; Jackson, 2002, 2003; Younger et al., 2002), they have not been raised in relation to ‘ladettes’ or other girls.”
Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003 (2006, background): “However, some recent theoretical perspectives (Covington, 1998; Deslandes & Cloutier, 2002; Harris, Nixon, & Rudduck, 1993; Jackson, 2003) suggest that girls generally hold more positive attitudes than boys toward homework and expend greater effort on it.”
Raising boys' achievement (2005, background): “Such acceptance is often dependent on an act, negotiating an acceptable identity, and incorporating aspects of laddishness of behaviour and risk-taking (Jackson 2002, 2003).”
Gender and Homework Management Reported by High School Students (2006, background): “Jackson (2002, 2003) elaborated a number of defensive strategies that boys use, including procrastination, intentional withdrawal of effort, avoiding the appearance of working, and promoting the appearance of effortless achievement.”
Purposes for Doing Homework Reported by Middle and High School Students (2005, background): “In addition, there is a need for researchers to examine whether each derived factor related to grade level and gender, as student-perceived purposes for doing homework might be influenced by their developmental stages (Warton, 2001; Xu & Corno, 1998; Xu & Yuan, 2003), and as some theoretical perspec”
A Study of Students' Metacognitive Beliefs About Foreign Language Study and Their Impact on Learning (2006, background): “Success is measured in terms of doing better than others, and the most prized form of achievement is that which is attained without effort (Jackson, 2003).”