Boys’ Experiences As Readers In School Contexts: Exploring Notions Of Diversity And Difference

Drawing on findings from a recent doctoral study, this paper examines differences amongst groups of boys and the complexities inherent in understanding the interactional influence of gender and disadvantage on reading achievement. Exploring the diverse nature of students’ interpretations of their reading experiences this paper moves beyond broad generalizations about boys and girls, to consider the role of masculinity in boys’ investment in, and perceptions of reading. Furthermore, how particular notions of masculinity, associated with disadvantage, are constructed among groups of boys and the influence of these constructions is considered. As part of this study 297 boys and girls took part in a survey, and thirty-four students participated in follow up semi-structured interviews. Cluster analysis indicated six distinct groups of students who presented in a similar manner. Within these six cluster groupings boys and girls were represented although in different ratios. The characteristics of each of these groups will be explored, highlighting differences between students’ attitudes, beliefs and experiences. Of significance is the finding that while many males were represented in the lower achieving anti- reading groupings, boys were also well represented in the higher achieving, avidly reading groups, whose members expressed a ‘love’ of reading. From a social justice perspective, how some expressions of masculinity were interpreted as problematic for many boys, in personal and potent ways, and how these perceptions influenced their reading attitudes, reading frequency reading and subsequently their reading achievement is explored. It is argued, that there is a need to expand our understandings about the role of masculinity in creating and constraining reading experiences for boys at school and further develop understandings of the complex interplay of social class and gender thoutcomes for disadvantaged students