Mike Younger
Biographic Data
| ID | 765273 |
|---|---|
| NAME | Mike Younger |
| GIVEN NAMES | Mike |
| FAMILY NAME | Younger |
| SIGNATURE | YOUNGER M |
| AFFILIATIONS | University of Cambridge |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 79 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 5 |
Boys’ educational ‘underachievement’ in the Caribbean
Education ministries in the Caribbean countries have directed considerable attention over the last decade to ‘solving’ the ‘problem’ of boys’ underachievement. Rather than considering such interventions, our central concern in this paper is to revisit debates about the interpretation of the issue, to explore whether boys’ underachievement is indeed a ‘problem’, in the sense of both an empirical reality and an issue requiring political attention. …
Life is a tightrope’
Feeling part of one’s peer group is of crucial importance for most middle adolescents. Drawing on empirical research in different schools, this paper explores the components of exclusion in relation to gender, the consequences for those excluded by their peers, and the kinds of strategies engaged in by girls and boys in order to attain peer group acceptance
The gender agenda in primary teacher education in England
The debate in the UK about gender equity and equal opportunities for girls and boys has been ‘captured’, in the last two decades, by an overriding concern with the issue of boys’ apparent under‐achievement. More recently, however, there has been a reaction to essentialist approaches related to ‘boy‐friendly’ pedagogies and strategies, and attempts to return the debate to consider gender relational and gender‐inclusive approaches. This article foc…
The gender agenda in secondary Itet in England
The restructuring of secondary initial teacher education in England has seen a shift in both the focus and location of training, with an emphasis upon tightly defined competences and standards and upon more school‐based work. In this paper, I discuss the impact of such changes on newly qualified teachers’ (NQTs) knowledge of gender issues, through a review of the experiences and understandings of around 100 trainees at the end of their training, …
Closing the Gender Gap? Issues of gender equity in English secondary schools
Issues of gender equity in English secondary schools over the last decade have been dominated by a concern with the “under-achievement” of boys, implicitly acknowledging the apparent success of strategies developed in schools in previous decades to improve equality of opportunity for girls. This paper presents evidence to challenge this interpretation of the debate, arguing that policy-makers need to engage more centrally with diversity and heter…
Working on the inside
Directing a publicly‐funded project can present a number of challenges to researchers in reconciling their own philosophy with the expectations of their funders. This paper explores those dilemmas in the context of a four‐year project funded by the British Government to explore strategies to raise boys’ achievement. It reflects on the underlying philosophy of the project and outlines our theoretical position, arguing that some focus on performati…
Single‐sex Teaching in a Co‐educational Comprehensive School in England
This article focuses on single‐sex teaching in co‐educational schools, through a case study of one such school where single‐sex teaching has been the norm since the school was established in the early 1970s. The long‐established nature of this mode of organisation gives scope to discuss the long‐term effectiveness of such single‐sex groupings on students' learning, through an analysis of achievement levels in the school at 16 +, and through a con…
Student Attitudes, Image and the Gender Gap
This article, based on a 3 year study in East Anglian schools, draws on a range of evidence pointing to different attitudes of girls and boys to General Certificate of Secondary Education (GCSE) work. Suggestions are made to account for these differences, with particular emphasis being placed on peer pressure, image and social groupings. Although these are relevant to both sexes, it was found to be more acceptable for girls to work hard and still…
Differential Achievement of Girls and Boys at GCSE
This article focuses on the differential achievements of girb and boys at GCSE over the four years 1991‐94, in the context of one Suffolk comprehensive school, and attempts to analyse, through questionnaire and interview with students, teachers and parents, some of the factors contributing to such differences. Male attitudes and a paramount concern with image emerge as key factors in affecting how boys respond to the academic and authority struct…
Student Attitudes, Image and the Gender Gap
This article, based on a 3 year study in East Anglian schools, draws on a range of evidence pointing to different attitudes of girls and boys to General Certificate of Secondary Education (GCSE) work. Suggestions are made to account for these differences, with particular emphasis being placed on peer pressure, image and social groupings. Although these are relevant to both sexes, it was found to be more acceptable for girls to work hard and still…
Differential Achievement of Girls and Boys at GCSE
This article focuses on the differential achievements of girb and boys at GCSE over the four years 1991‐94, in the context of one Suffolk comprehensive school, and attempts to analyse, through questionnaire and interview with students, teachers and parents, some of the factors contributing to such differences. Male attitudes and a paramount concern with image emerge as key factors in affecting how boys respond to the academic and authority struct…
Life is a tightrope’
Feeling part of one’s peer group is of crucial importance for most middle adolescents. Drawing on empirical research in different schools, this paper explores the components of exclusion in relation to gender, the consequences for those excluded by their peers, and the kinds of strategies engaged in by girls and boys in order to attain peer group acceptance
Boys’ educational ‘underachievement’ in the Caribbean
Education ministries in the Caribbean countries have directed considerable attention over the last decade to ‘solving’ the ‘problem’ of boys’ underachievement. Rather than considering such interventions, our central concern in this paper is to revisit debates about the interpretation of the issue, to explore whether boys’ underachievement is indeed a ‘problem’, in the sense of both an empirical reality and an issue requiring political attention. …
The gender agenda in secondary Itet in England
The restructuring of secondary initial teacher education in England has seen a shift in both the focus and location of training, with an emphasis upon tightly defined competences and standards and upon more school‐based work. In this paper, I discuss the impact of such changes on newly qualified teachers’ (NQTs) knowledge of gender issues, through a review of the experiences and understandings of around 100 trainees at the end of their training, …
Single‐sex Teaching in a Co‐educational Comprehensive School in England
This article focuses on single‐sex teaching in co‐educational schools, through a case study of one such school where single‐sex teaching has been the norm since the school was established in the early 1970s. The long‐established nature of this mode of organisation gives scope to discuss the long‐term effectiveness of such single‐sex groupings on students' learning, through an analysis of achievement levels in the school at 16 +, and through a con…
Closing the Gender Gap? Issues of gender equity in English secondary schools
Issues of gender equity in English secondary schools over the last decade have been dominated by a concern with the “under-achievement” of boys, implicitly acknowledging the apparent success of strategies developed in schools in previous decades to improve equality of opportunity for girls. This paper presents evidence to challenge this interpretation of the debate, arguing that policy-makers need to engage more centrally with diversity and heter…
Working on the inside
Directing a publicly‐funded project can present a number of challenges to researchers in reconciling their own philosophy with the expectations of their funders. This paper explores those dilemmas in the context of a four‐year project funded by the British Government to explore strategies to raise boys’ achievement. It reflects on the underlying philosophy of the project and outlines our theoretical position, arguing that some focus on performati…
The gender agenda in primary teacher education in England
The debate in the UK about gender equity and equal opportunities for girls and boys has been ‘captured’, in the last two decades, by an overriding concern with the issue of boys’ apparent under‐achievement. More recently, however, there has been a reaction to essentialist approaches related to ‘boy‐friendly’ pedagogies and strategies, and attempts to return the debate to consider gender relational and gender‐inclusive approaches. This article foc…
Differential Achievement of Girls and Boys at GCSE
This article focuses on the differential achievements of girb and boys at GCSE over the four years 1991‐94, in the context of one Suffolk comprehensive school, and attempts to analyse, through questionnaire and interview with students, teachers and parents, some of the factors contributing to such differences. Male attitudes and a paramount concern with image emerge as key factors in affecting how boys respond to the academic and authority struct…
Student Attitudes, Image and the Gender Gap
This article, based on a 3 year study in East Anglian schools, draws on a range of evidence pointing to different attitudes of girls and boys to General Certificate of Secondary Education (GCSE) work. Suggestions are made to account for these differences, with particular emphasis being placed on peer pressure, image and social groupings. Although these are relevant to both sexes, it was found to be more acceptable for girls to work hard and still…
Single‐sex Teaching in a Co‐educational Comprehensive School in England
This article focuses on single‐sex teaching in co‐educational schools, through a case study of one such school where single‐sex teaching has been the norm since the school was established in the early 1970s. The long‐established nature of this mode of organisation gives scope to discuss the long‐term effectiveness of such single‐sex groupings on students' learning, through an analysis of achievement levels in the school at 16 +, and through a con…
Working on the inside
Directing a publicly‐funded project can present a number of challenges to researchers in reconciling their own philosophy with the expectations of their funders. This paper explores those dilemmas in the context of a four‐year project funded by the British Government to explore strategies to raise boys’ achievement. It reflects on the underlying philosophy of the project and outlines our theoretical position, arguing that some focus on performati…
The gender agenda in secondary Itet in England
The restructuring of secondary initial teacher education in England has seen a shift in both the focus and location of training, with an emphasis upon tightly defined competences and standards and upon more school‐based work. In this paper, I discuss the impact of such changes on newly qualified teachers’ (NQTs) knowledge of gender issues, through a review of the experiences and understandings of around 100 trainees at the end of their training, …
Closing the Gender Gap? Issues of gender equity in English secondary schools
Issues of gender equity in English secondary schools over the last decade have been dominated by a concern with the “under-achievement” of boys, implicitly acknowledging the apparent success of strategies developed in schools in previous decades to improve equality of opportunity for girls. This paper presents evidence to challenge this interpretation of the debate, arguing that policy-makers need to engage more centrally with diversity and heter…
The gender agenda in primary teacher education in England
The debate in the UK about gender equity and equal opportunities for girls and boys has been ‘captured’, in the last two decades, by an overriding concern with the issue of boys’ apparent under‐achievement. More recently, however, there has been a reaction to essentialist approaches related to ‘boy‐friendly’ pedagogies and strategies, and attempts to return the debate to consider gender relational and gender‐inclusive approaches. This article foc…
Life is a tightrope’
Feeling part of one’s peer group is of crucial importance for most middle adolescents. Drawing on empirical research in different schools, this paper explores the components of exclusion in relation to gender, the consequences for those excluded by their peers, and the kinds of strategies engaged in by girls and boys in order to attain peer group acceptance
Boys’ educational ‘underachievement’ in the Caribbean
Education ministries in the Caribbean countries have directed considerable attention over the last decade to ‘solving’ the ‘problem’ of boys’ underachievement. Rather than considering such interventions, our central concern in this paper is to revisit debates about the interpretation of the issue, to explore whether boys’ underachievement is indeed a ‘problem’, in the sense of both an empirical reality and an issue requiring political attention. …
Gender Roles and Identity Studies (8 works) · Psychology (8 works) · Gender Studies (7 works) · Pedagogy (7 works) · Sociology (7 works) · Early Childhood Education and Development (6 works) · Political science (6 works) · Gender Studies (5 works) · Context (archaeology (4 works) · Gender Diversity and Inequality (4 works)