The gender identities of high achieving pupils

The project explores high-achieving pupils’ constructions and performances of gender and learning. A large body of work has established how educational achievement is bound up with gender, and with popularity/peer-group status. Educational achievement can have an adverse affect for pupils’ ability to perform gender positions that are acceptable to their peers; and consequently an adverse affect on popularity and status among classmates.

Professor Becky Francis, Kings College, London Mendick, H. Francis, B. Boffin and geek identities: abject or privileged?, Gender and Education.

Image courtesy of interviewee

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