Boys will be “Boys”

Variability in Boys’ Experiences of Literacy

Bibliographic Data

ID8157789
AuthorsLaura Sokal (0000-0002-7543-8416, University of Winnipeg), Herb Katz (University of Winnipeg), Matthew Adkins (University of Winnipeg), Andrea Gladu (University of Winnipeg), Khalie Jackson-Davis (University of Winnipeg), Brian Kussin (University of Winnipeg)
Year2005
Volume51
Issue3
Publication date2005-10-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAlberta Journal of Educational Research (JOURNAL)
Journal identifiersISSN: 0002-4805 • E-ISSN: 1923-1857
PublisherUniversity of Alberta Press (PUBLISHER • CA)
DOI10.55016/ojs/ajer.v51i3.55147
OpenAlexW2168841707
LanguageEN
Citations received1
References cited7

Sixty-nine grade 2 boys participated in a study of the effects of book genre and sex of reading model on boys’ (a) view of reading as feminine, (b) intrinsic motivation toward reading, (c) interest in reading, and (d) attitude to reading. Differential effects occurred in boys based on whether they liked or disliked reading and whether they viewed reading as a feminine activity. Findings are examined in the context of gender schema theory as a way of explaining why boy-friendly books are important to some boys’ reading development and not to that of others

Developmental psychology · Literacy · Pedagogy · Early Childhood Education and Development · Gender Roles and Identity Studies · Literacy, Media, and Education · Psychology

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Open DOIOpen Access