So What's a Boy?: Addressing Issues of Masculinity and Schooling

By Wayne Martino, M. Pallotta-Chiarolli. 2003

298 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/aed351ee3967e15b371e998f6a96841e9c443f3e

How researchers see this paper

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

Citations in the corpus

The declining significance of homohysteria for male students in three sixth forms in the south of England (2011, background): “The social stigma traditionally associated with homosexuality has meant that boys must maintain a heterosexual identity if they wish to avoid being bullied and harassed in school cultures (Martino and Pallotta-Chiarolli 2003; Plummer 1999).”
Raising boys' achievement (2005, background): “Equally, there are those boys who define their sexuality differently from the 'mainstream' macho, football-loving boys: gentle caring boys who find their comfort zone in the company of girls and women (Mac an Ghaill 1994, Martino and Pallotta-Chiarolli 2003).”
Interrogating single‐sex classes as a strategy for addressing boys’ educational and social needs (2005, background): “…on the constraints and limitations imposed by a particular gender order which defines the masculine in opposition to the feminine (see Connell, 1995; Davies, 1995; Petersen, 1998; Martino & Pallotta-Chiarolli, 2003); and which defines each in particular dominant ways (Connell, 1987; 1995).”
‘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): “Many men and boys fear being regarded as ‘unacceptably’ or ‘insufficiently’ masculine, the consequences of which frequently include a mixture of verbal abuse, being ostracised and physical violence (for example, Frank 1999, Kimmel 1999, 2008, Martino 1999, Martino and Pallotta-Chiarolli 2003).”
Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice (2009, background): “Martin proposed such instruction—connective instruction—as that which connects the student and teacher on three levels: the level of substance and subject matter, the interpersonal level, and the instructional level (see also Martino & Pallotta-Chiarolli, 2003; Munns, 1998).”
Getting Along with Teachers and Parents: The Yields of Good Relationships for Students' Achievement Motivation and Self-Esteem (2007, background): “In terms of a focus for professional development aimed at enhancing teacher-student relationships, Martin (2006b; see also Martino & Pallotta-Chiarolli, 2003 and Munns, 1998, for additional perspectives) has posited the ‘connective instruction’ model that identifies the three key relationships…”