"Poor boys"? --gendered learning experience in the English subject in Hong Kong.

Lui, Wai Shan.Thesis (M.Phil.)--Chinese University of Hong Kong, 2009.Includes bibliographical references (leaves 150-155).Abstract also in Chinese.Title --- p.iAbstract --- p.iii論文摘要 --- p.iiiAcknowledgments --- p.ivTable of Contents --- p.vChapter Section One: --- "The Research Question, theoretical context and methodological considerations"Chapter Chapter One --- The ´بLanguage Education' Question --- p.1Chapter 1.1 --- Introduction: The Gendered Achievement Gap in English --- p.1Chapter 1.2 --- The Research roblematic --- p.6Chapter 1.3 --- Form One Students in a Band One EMI Working Class School in Hong Kong --- p.8Chapter Chapter Two --- Gender and English as a Second/Foreign Language Education Studies in ContextsChapter 2.1 --- Theoretical Contexts: From Male Dominated Subjects to Female Dominated Subjects --- p.16Chapter 2.2 --- Borrowing Frameworks from Gender and Mathematics and Science Education Studies --- p.26Chapter 2.3 --- Research Questions --- p.33Chapter 2.4 --- Structure of this Report --- p.37Chapter Chapter Three --- Making the Familiar Strange --- p.40Chapter 3.1 --- Ethnography at Home: Tension and Inspiration with Personal Experience --- p.40Chapter 3.2 --- Multiple Identities and Old and New ower Relations --- p.53Chapter 3.3 --- Qualitative Analysis and Writing --- p.61Chapter Section Two: --- Findings and AnalysisChapter Chapter Four --- Students´ة Perception of English: An “Inferior´ح and “Feminine´ح Subject --- p.66Chapter 4.1 --- The Funny but Boring English Lessons (and the Boring but Interesting Mathematics Lessons) --- p.66Chapter 4.2 --- Hierarchy of Academic Subjects --- p.86Chapter 4.3 --- "Authority and Masculinity of ""Objective"" Knowledge" --- p.90Chapter 4.4 --- The Making (or the Unsuccessful Making) of Objective Academic Subjects --- p.95Chapter 4.5 --- Conclusion: The Valuable but Inferior Subject --- p.103Chapter Chapter Five --- Learning as Identity Construction: The Case of English --- p.105Chapter 5.1 --- "Achiever by Instrumental Rationality: Jackson, the ""Career Plan´ح Boy" --- p.105Chapter 5.2 --- "Achiever by Feminine ersona Over-acted: Ricky, the ""Maria"" boy" --- p.109Chapter 5.3 --- A Communal Activity: Girls as a Group --- p.117Chapter 5.4 --- Conclusion: Interplay between Gender Identity and Learner Identity --- p.119Chapter Chapter Six --- Being in a Colonized World: Students´ة Social Struggles over English Learning --- p.121Chapter 6.1 --- Middle Class Normative Ideal and Working Class Struggle --- p.121Chapter 6.2 --- Anxiety over EMI Identity --- p.126Chapter 6.3 --- L2 Learners´ة Sense of Ownership --- p.129Chapter 6.4 --- Value of L1 Resource --- p.133Chapter 6.5 --- Overpowering Colonialism through the Power of Masculinity --- p.135Chapter 6.6 --- Conclusion: Deficiency Model of the Colonized --- p.139Chapter Section Three: --- ConclusionChapter Chapter Seven --- The Complexity of the ´بLanguage Education，Question in Feminism --- p.141Appendix: Interview and Observation Guide --- p.148References --- p.15