Working-class boys’ relationships with reading: Contextual systems that support working-class boys’ engagement with, and enjoyment of, reading

Journal article

Scholes, Laura. (2019). Working-class boys’ relationships with reading: Contextual systems that support working-class boys’ engagement with, and enjoyment of, reading. Gender and Education. 31(3), pp. 344 - 361. https://doi.org/10.1080/09540253.2018.1533921

Authors	Scholes, Laura
Abstract	Drawing on interviews with 15 boys attending schools in low socioeconomic communities in Australia, this paper examines the multiplicity of contextual influences on boys’ everyday reading experiences. Implementing an ecological metaphor, boys’ narratives about (i) their attitudes towards reading at school (microsystem); (ii) parental beliefs about reading (mesosystem); (iii) masculinities within low socioeconomic communities (exosystem), and; (iv) reading as socially valued knowledge (macrosystem) are explored. The paper illustrates the textured nature of immediate and broader influences on boys’ engagement with, and positioning of, reading. In particular, the paper challenges dominant discourses about working-class boys’ reading practices, contributing to research into literacy in-situ to make visible the immediate and broader contextual systems that influence the ways working-class boys engage with, and enjoy, reading.
Keywords	Reading; masculinities; working-class boys; ecological metaphor; boys and schooling
Year	2019
Journal	Gender and Education
Journal citation	31 (3), pp. 344 - 361
Publisher	Routledge
ISSN	0954-0253
Digital Object Identifier (DOI)	https://doi.org/10.1080/09540253.2018.1533921
Scopus EID	2-s2.0-85055489001
Page range	344 - 361
Research Group	Institute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version	File Access Level Controlled
Place of publication	United Kingdom

Permalink -

https://acuresearchbank.acu.edu.au/item/8q209/working-class-boys-relationships-with-reading-contextual-systems-that-support-working-class-boys-engagement-with-and-enjoyment-of-reading

Restricted files

Publisher's version

(1 files)

136
total views
0
total downloads
2
views this month
0
downloads this month

These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Reading for pleasure : scrutinising the evidence base–benefits, tensions and recommendations

Cremin, Teresa and Scholes, Laura. (2024). Reading for pleasure : scrutinising the evidence base–benefits, tensions and recommendations. Language and Education. 38(4), pp. 537-559. https://doi.org/10.1080/09500782.2024.2324948

Coding and computational thinking across the curriculum : A review of educational outcomes

Mills, Kathy Ann, Cope, Jen, Scholes, Laura and Rowe, Luke. (2024). Coding and computational thinking across the curriculum : A review of educational outcomes. Review of Educational Research. pp. 1-38. https://doi.org/10.3102/00346543241241327

Many truths, many knowledges, many forms of reason : Understanding middle-school student approaches to sources of information on the internet

Scholes, Laura, McDonald, Sarah, Stahl, Garth and Comber, Barbara. (2023). Many truths, many knowledges, many forms of reason : Understanding middle-school student approaches to sources of information on the internet. British Educational Research Journal. pp. 1-20. https://doi.org/10.1002/berj.3909

What do secondary teachers think about digital games for learning : Stupid fixation or the future of education?

Gutierrez, Amanda, Mills, Kathy, Scholes, Laura, Rowe, Luke and Pink, Elizabeth. (2023). What do secondary teachers think about digital games for learning : Stupid fixation or the future of education? Teaching and Teacher Education. 133, p. Article 104278. https://doi.org/10.1016/j.tate.2023.104278

Boys, science and literacy : Place-based masculinities, reading practices and the ‘science literate boy’

Stahl, Garth, Scholes, Laura, McDonald, Sarah, Mills, Reece and Comber, Barbara. (2023). Boys, science and literacy : Place-based masculinities, reading practices and the ‘science literate boy’. Research Papers in Education. 38(3), pp. 328-356. https://doi.org/10.1080/02671522.2021.1964097

Literacy for digital futures : Mind, body, text

Mills, Kathy A., Unsworth, Len and Scholes, Laura. (2023). Literacy for digital futures : Mind, body, text Routledge. https://doi.org/10.4324/9781003137368

Understanding relationships between epistemic cognition and executive functioning : Implications for measurement and practice in early childhood

Walker, Sue, Brownlee, Jo Lunn, Scholes, Laura and Harris, Clare. (2022). Understanding relationships between epistemic cognition and executive functioning : Implications for measurement and practice in early childhood. Australasian Journal of Early Childhood. pp. 135-147. https://doi.org/10.1177/18369391221089381

Scoping review of conceptions of literacy in middle school science

Stahl, Garth, Scholes, Laura, McDonald, Sarah, Mills, Reece, Lunn-Brownlee, Jo and Comber, Barbara. (2022). Scoping review of conceptions of literacy in middle school science. Research Papers in Education. pp. 1-21. https://doi.org/10.1080/02671522.2022.2105388

Video gaming and digital competence among elementary school students

Scholes, Laura, Rowe, Luke, Mills, Kathy A., Gutierrez, Amanda and Pink, Elizabeth. (2022). Video gaming and digital competence among elementary school students. Learning, Media and Technology. pp. 1-16. https://doi.org/10.1080/17439884.2022.2156537

Virtual reality and embodiment in multimodal meaning making

Mills, Kathy A., Scholes, Laura and Brown, A.. (2022). Virtual reality and embodiment in multimodal meaning making. Written Communication. 39(3), pp. 335-369. https://doi.org/10.1177/07410883221083517

Year 3 student career choices : Exploring societal changes in constructions of masculinity and femininity in career choice justifications

Scholes, Laura and McDonald, Sarah. (2022). Year 3 student career choices : Exploring societal changes in constructions of masculinity and femininity in career choice justifications. British Educational Research Journal. 48(2), pp. 292-310. https://doi.org/10.1002/berj.3767

Boy's gaming identities and opportunities for learning

Scholes, Laura, Mills, Kathy A. and Wallace, Elizabeth. (2022). Boy's gaming identities and opportunities for learning. Learning, Media and Technology. 47(2), pp. 163-178. https://doi.org/10.1080/17439884.2021.1936017

Children's epistemic reasoning about social inclusion of aggressive peers in a culturally diverse school

Scholes, Laura, Wallace, Elizabeth, Walker, Sue, Lunn Brownlee, Jo and Lawson, Veronica. (2022). Children's epistemic reasoning about social inclusion of aggressive peers in a culturally diverse school. British Educational Research Journal. 48(2), pp. 272-291. https://doi.org/10.1002/berj.3766

The making of male reader identities across generations : Assemblages of rural places in shaping life as a male reader in Australia and Sweden

Scholes, Laura and Asplund, Stig-Börje. (2021). The making of male reader identities across generations : Assemblages of rural places in shaping life as a male reader in Australia and Sweden. British Journal of Sociology of Education. 42(8), pp. 1192-1209. https://doi.org/10.1080/01425692.2021.1990016

How do rural Australian students' ethnogeographies related to people and place influence their STEM career aspirations?

Mills, Reece, Scholes, Laura, Stahl, Garth, McDonald, Sarah, Comber, Barbara and Lunn Brownlee, Jo. (2021). How do rural Australian students' ethnogeographies related to people and place influence their STEM career aspirations? International Journal of Science Education. 43(14), pp. 2333-2350. https://doi.org/10.1080/09500693.2021.1961326

Year 3 boys' and girls' enjoyment for reading across economic demographics in Australia. Implications for boys and students from lower SES communities

Scholes, Laura. (2021). Year 3 boys' and girls' enjoyment for reading across economic demographics in Australia. Implications for boys and students from lower SES communities. International Journal of Inclusive Education. pp. 1-16. https://doi.org/10.1080/13603116.2021.1941319

'We don't read in science' : Student perceptions of literacy and learning science in middle school

Scholes, Laura, Stahl, Garth, Comber, Barbara, McDonald, Sarah and Brownlee, Jo Lunn. (2021). 'We don't read in science' : Student perceptions of literacy and learning science in middle school. Cambridge Journal of Education. 51(4), pp. 451-466. https://doi.org/10.1080/0305764X.2020.1860192

Disrupting the 'boys don't read' discourse : Primary school boys who love reading fiction

Scholes, Laura, Spina, Nerida and Comber, Barbara. (2021). Disrupting the 'boys don't read' discourse : Primary school boys who love reading fiction. British Educational Research Journal. 47(1), pp. 163-180. https://doi.org/10.1002/berj.3685

Children's perspectives on why and when teachers listen to their ideas : Exploring opportunities for participation in the early years of school

Mascadri, Julia, Lunn Brownlee, Joanne, Johansson, Eva, Scholes, Laura, Walker, Sue and Berthelsen, Donna. (2021). Children's perspectives on why and when teachers listen to their ideas : Exploring opportunities for participation in the early years of school. International Journal of Educational Research. 107, p. 101747. https://doi.org/10.1016/j.ijer.2021.101747

Middle school students' science epistemic beliefs : Implications for measurement

Lunn Brownlee, Jo, Ferguson, Leila, Scholes, Laura, McDonald, Sarah, Stahl, Garth, Comber, Barbara and Mills, Reece. (2021). Middle school students' science epistemic beliefs : Implications for measurement. International Journal of Educational Research. 105, p. 101719. https://doi.org/10.1016/j.ijer.2020.101719

The development of children's epistemic beliefs across the early years of elementary school

Walker, Sue, Lunn-Brownlee, Jo, Scholes, Laura and Johansson, Eva. (2020). The development of children's epistemic beliefs across the early years of elementary school. British Journal of Educational Psychology. 90(2), pp. 266-281. https://doi.org/10.1111/bjep.12280

Recognition of boys as readers through a social justice lense

Scholes, Laura. (2020). Recognition of boys as readers through a social justice lense. British Journal of Sociology of Education. 41(7), pp. 975-991. https://doi.org/10.1080/01425692.2020.1802227

A serious-game for child sexual abuse prevention: An evaluation of orbit

Jones, Christian, Scholes, Laura, Rolfe, Ben and Stieler-Hunt, Colleen. (2020). A serious-game for child sexual abuse prevention: An evaluation of orbit. Child Abuse and Neglect. 107(September 2020), pp. 1 - 13. https://doi.org/10.1016/j.chiabu.2020.104569

Popular girls aren't into reading: Reading as a site for working-class girls' gender and class identity work

Scholes, Laura. (2019). Popular girls aren't into reading: Reading as a site for working-class girls' gender and class identity work. Critical Studies in Education. https://doi.org/10.1080/17508487.2019.1601633

Middle years students' engagement with science in rural and urban communities in Australia: Exploring science capital, place-based knowledges and familial relationships

Stahl, Garth, Scholes, Laura, McDonald, Sarah and Lunn, Jo. (2019). Middle years students' engagement with science in rural and urban communities in Australia: Exploring science capital, place-based knowledges and familial relationships. Pedagogy Culture and Society. https://doi.org/10.1080/14681366.2019.1684351

Doing the right thing in the early years of primary school: A longitudinal study of children's reasoning about right and wrong

Brownlee, Joanne Lunn, Walker, Susan, Wallace, Elizabeth, Johansson, Eva and Scholes, Laura. (2019). Doing the right thing in the early years of primary school: A longitudinal study of children's reasoning about right and wrong. The Australian Educational Researcher. 46, pp. 863 - 878. https://doi.org/10.1007/s13384-019-00306-6

Differences in attitudes towards reading and other school-related activities among boys and girls

Scholes, Laura. (2019). Differences in attitudes towards reading and other school-related activities among boys and girls. Journal of Research in Reading. 42(3-4), pp. 485 - 503. https://doi.org/10.1111/1467-9817.12279

Reasoning about social inclusion over the early years of primary school : A focus on epistemic cognition

Brownlee, Jo Lunn, Walker, Sue, Scholes, Laura and Johansson, Eva. (2019). Reasoning about social inclusion over the early years of primary school : A focus on epistemic cognition. European Early Childhood Education Research Journal. 27(5), pp. 616-629. https://doi.org/10.1080/1350293X.2019.1651958

Epistemic climates for active citizenship: Dialogically organised classrooms and children's internal dialogue

Brownlee, Jo Lunn, Walker, Sue, Johansson, Eva, Scholes, Laura and Ryan, Mary. (2018). Epistemic climates for active citizenship: Dialogically organised classrooms and children's internal dialogue. In In E. Johansson, A. Emilson and A.-M. Puroila (Ed.). Values education in early childhood settings: Concepts, approaches and practices pp. 69 - 87 Springer Nature. https://doi.org/10.1007/978-3-319-75559-5_5

Boys, masculinities and reading: Gender identity and literacy as social practice

Scholes, Laura. (2018). Boys, masculinities and reading: Gender identity and literacy as social practice Routledge. https://doi.org/10.4324/9781315413730

Books are boring! Books are fun! Boys' polarized perspectives on reading

Scholes, Laura. (2017). Books are boring! Books are fun! Boys' polarized perspectives on reading. Boyhood Studies. 10(2), pp. 77 - 98. https://doi.org/10.3167/bhs.2017.100205

Changes in children’s reasoning about the social inclusion of aggressive children over the early years of elementary school

Scholes, Laura, Brownlee, Joanna, Walker, Sue and Johansson, Eva. (2017). Changes in children’s reasoning about the social inclusion of aggressive children over the early years of elementary school. International Journal of Inclusive Education. 21(10), pp. 991 - 1010. https://doi.org/10.1080/13603116.2017.1325075

Teaching for active citizenship: Moral values and personal epistemology in early years classrooms

Lunn Brownlee, Joanne, Johansson, Eva, Walker, Susan and Scholes, Laura. (2017). Teaching for active citizenship: Moral values and personal epistemology in early years classrooms Routledge.

Promoting social inclusion in the early years of elementary school: A focus on children’s epistemic beliefs for moral reasoning

Scholes, Laura, Brownlee, Joanna, Walker, Sue, Johansson, Eva, Lawson, Veronica and Mascadri, Julia. (2017). Promoting social inclusion in the early years of elementary school: A focus on children’s epistemic beliefs for moral reasoning. International Journal of Inclusive Education. 21(5), pp. 507 - 520. https://doi.org/10.1080/13603116.2016.1223181

The politics of quality teacher discourses : Implications for pre-service teachers in high poverty schools

Scholes, Laura, Lampert, Jo, Burnett, Bruce M., Comber, Barbara, Hoff, Lutz and Ferguson, Angela. (2017). The politics of quality teacher discourses : Implications for pre-service teachers in high poverty schools. Australian Journal of Teacher Education. 42(4.3), pp. 19 - 43. https://doi.org/10.14221/ajte.2017v42n4.3

Intercultural teacher education: Elementary teacher educators' perspectives of the role of gender in leadership in Papua New Guinea

Scholes, Laura, Brownlee, Joanne Lunn, Davis, Julie and Ann, Farrell. (2016). Intercultural teacher education: Elementary teacher educators' perspectives of the role of gender in leadership in Papua New Guinea. In In Farrell, A. (Ed.). Diversity in the early years: Intercultural learning and teaching pp. 76 - 101 Oxford University Press.

Critical values education in the early years: Alignment of teachers’ personal epistemologies and practices for active citizenship

Brownlee, Joanna, Scholes, Laura, Walker, Sue and Johansson, Eva. (2016). Critical values education in the early years: Alignment of teachers’ personal epistemologies and practices for active citizenship. Teaching and Teacher Education. 59, pp. 261 - 273. https://doi.org/10.1016/j.tate.2016.06.009

Clandestine Readers: Boys and girls going ‘undercover’ in school spaces

Scholes, Laura. (2015). Clandestine Readers: Boys and girls going ‘undercover’ in school spaces. British Journal of Sociology of Education. 36(3), pp. 359 - 374. https://doi.org/10.1080/01425692.2013.826899

Gaming well: Links between videogames and flourishing mental health

Jones, Christian M., Scholes, Laura, Johnson, Daniel, Katsikitis, Mary and Carras, Michelle C.. (2014). Gaming well: Links between videogames and flourishing mental health. Frontiers in Psychology. 5, pp. 1 - 8. https://doi.org/10.3389/fpsyg.2014.00260

Boys and CSA prevention: Issues surrounding gender and approaches for prevention

Scholes, Laura, Jones, Christian and Nagel, Michael. (2014). Boys and CSA prevention: Issues surrounding gender and approaches for prevention. Australian Journal of Teacher Education. 39(11), pp. 1 - 15. https://doi.org/10.14221/ajte.2014v39n11.1

Serious games for learning: Games-based child sexual abuse prevention in schools

Scholes, Laura, Jones, Christian, Stieler-Hunt, Colleen and Rolfe, Ben. (2014). Serious games for learning: Games-based child sexual abuse prevention in schools. International Journal of Inclusive Education. 18(9), pp. 934 - 956. https://doi.org/10.1080/13603116.2013.860195

Gender, inclusivity and engagement

Nagel, Michael and Scholes, Laura. (2013). Gender, inclusivity and engagement. In In M. Hyde, L. Carpenter and R. Conway (Ed.). Diversity, Inclusion and Engagement pp. 91 - 105 Oxford University Press.

Boys, masculinity and literacy: The influence of notions of masculinity on educational outcomes

Scholes, Laura. (2013). Boys, masculinity and literacy: The influence of notions of masculinity on educational outcomes. Masculinidad y Cambio Social. 2(2), pp. 194 - 220. https://doi.org/10.4471/MCS.2013.29

The teachers' role in child sexual abuse prevention programs: Implications for teacher education

Scholes, Laura, Jones, Christian, Stieler-Hunt, Colleen, Rolfe, Ben and Pozzebon, Kay. (2012). The teachers' role in child sexual abuse prevention programs: Implications for teacher education. Australian Journal of Teacher Education. 37(11), pp. 104 - 131. https://doi.org/10.14221/ajte.2012v37n11.5

Learning to lead: A social justice perspective on understanding elementary teacher leadership in Papua New Guinea

Brownlee, Joanna, Scholes, Laura, Ann, Farrell, Davis, Julie and Cook, Donna. (2012). Learning to lead: A social justice perspective on understanding elementary teacher leadership in Papua New Guinea. Australian Journal of Teacher Education. 37(4), pp. 18 - 35.

Engaging the creative arts to meet the needs of twenty-first-century boys

Scholes, Laura and Nagel, Michael C.. (2012). Engaging the creative arts to meet the needs of twenty-first-century boys. International Journal of Inclusive Education. 16(10), pp. 969 - 984. https://doi.org/10.1080/13603116.2010.538863