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: 359-374. doi:10.1080/01425692.2013.826899

Author Scholes, Laura
Title Clandestine Readers: boys and girls going ‘undercover’ in school spaces
Journal name British Journal of Sociology of Education   Check publisher's open access policy
ISSN 1465-3346
Publication date 2015
Year available 2013
Sub-type Article (original research)
DOI 10.1080/01425692.2013.826899
Open Access Status
Volume 36
Issue 3
Start page 359
End page 374
Total pages 16
Place of publication Abingdon, United Kingdom
Publisher Routledge
Collection year 2016
Language eng
Abstract Exploring the diverse nature of students’ interpretations of their reading experiences, this study moves beyond broad generalizations about boys and girls to consider complexities inherent in the social processes that influence students’ engagement in reading. While the study aimed to develop understandings about the ways notions of masculinity are constructed among different groups of boys and the influence of these differences on educational experiences such as reading, the masculine descriptions of some girls’ behaviour, or ‘masculine girls’, was an unexpected finding. Also considered is the unexpected finding that for some boys and girls there were tensions associated with anti-reading peer group cultures. In this paper one particular group of students identified as the Clandestine Readers are discussed. This group of boys and girls personally enjoyed reading although they felt compelled to conceal their endeavours; hence the clandestine factor in the title. The social processes that influenced boys’ and girls’ engagement with reading are highlighted.
Keyword femininity
literate practice
socio-cultural practice
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2016 Collection
School of Education Publications
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