'Laddishness' as a Self-worth Protection Strategy

By C. Jackson. 2002

235 citations recorded by the source corpus.

Subfields: Education, Gender Studies, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/c96d02de82dc4a303cd6204bad8f5b8620cb85be

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. C. Jackson
2. Jianzhong Xu
3. M. Warrington
4. Steven Dempster
5. Christine Skelton
6. Mike Younger
7. Jonathan Gray
8. B. Francis

In Gender Studies

1. C. Jackson
2. Jianzhong Xu
3. Christine Skelton
4. M. Warrington
5. Mike Younger
6. Steven Dempster
7. B. Francis
8. Jonathan Gray

In Sociology and Political Science

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

Citations in the corpus

• The simultaneous production of educational achievement and popularity: how do some pupils accomplish it? (2010, result): “Previous research findings, including some of our own, would suggest that the overt performance of engagement and application in the classroom jeopardises a pupil’s popularity, and risks construction as a ‘boffin’ or ‘keeno’ (see, for example, Epstein et al , 1998 ; Francis, 2000 ; Skelton, 2001”
• ‘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.”
• Raising boys' achievement (2005, background): “For example, different rates of SEN referral for learning difficulties can arise via observed differences in classroom behaviour which are exacerbated by peer pressure, cultural clashes and psychological processes of motivation and ‘self-worth protection’ (Jackson, 2002).”
• 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.”
• ‘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): “There are numerous ways in which students can protect self-worth (see Covington 1992 , 1998 , 2000 , Jackson 2002 , 2006 ), but the method that relates most closely to this article is positioning hard work as undesirable and unnecessary.”