Title Page, Copyright

pdf iconDownload PDF
 

Contents

pdf iconDownload PDF

p. vii

read more

Acknowledgments

pdf iconDownload PDF

pp. ix-x

I have benefited from the help of many people in writing this book. First, I would like to thank the administrators, teachers, office staff, parents, and students of the high schools I call Clayton and Woodrow Wilson. While I am critical of much...

read more

1. Introduction

pdf iconDownload PDF

pp. 1-19

The headline of Newsweek magazine shouts with breathless urgency, “The Boy Crisis. At Every Level of Education, They’re Falling Behind. What to Do?” This national cover story is just one of an avalanche of articles and books on what some have called the...

read more

2. Respect and Respectability

pdf iconDownload PDF

pp. 20-34

Gender is socially constructed. This perspective underscores the production of gender at the local level of interaction, shaped by particular social forces that manifest there. Thus, it was critical to my project to examine the contours of local context...

read more

3. The Hidden Injuries of Gender

pdf iconDownload PDF

pp. 35-48

Students at Woodrow Wilson and Clayton faced many difficulties and disadvantages, and their gender ideals and pathways to becoming a man or a woman developed within these challenging contexts. Their gendered responses to life challenges produced different...

read more

4. Too Cool for School: Masculinity and the Contradictions of Achievement

pdf iconDownload PDF

pp. 49-76

Donte, a tenth grader at Woodrow Wilson, approached life with effusive optimism. He was relentlessly outgoing—constantly talking and joking with other students and teachers and instantly befriending me early in my fieldwork, even though he hardly knew me. The more I hung...

read more

5. Rednecks and Rutters: Rural Masculinity and Class Anxiety

pdf iconDownload PDF

pp. 77-101

When compared to girls, boys at both Woodrow Wilson and Clayton affected a more casual approach to schoolwork, resulting in less academic diligence and lower performance. This contrived carelessness was a way of doing masculinity, a response to perceptions...

read more

6. Clownin’ and Riffin’: Urban Masculinity and the Complexity of Race

pdf iconDownload PDF

pp. 102-127

Economic restructuring in the rural community of Clayton created a sense of class uncertainty, which impelled boys to demonstrate the strength of masculinity through hegemonic ideals of physical power and toughness. In crafting masculinities, these boys also crafted social...

read more

7. “Girls Just Care about It More”: Femininity and Achievement As Resistance

pdf iconDownload PDF

pp. 128-149

Courtney, a confident, perceptive girl at Woodrow Wilson, did not hesitate to disagree when I asked her if the man should be a family’s main provider. Courtney had been through a lot in her seventeen years. Her parents had both dropped out of high school...

read more

8. Friday Night Fights

pdf iconDownload PDF

pp. 150-168

When I first told Kevin at Clayton that I was writing a book about high school student life, he responded immediately, “Well, you’ll have to put a lot in there about fighting.” Although his statement might appear to be flippant, I found that fighting...

read more

9. Conclusion

pdf iconDownload PDF

pp. 169-177

Schools are important sites for the construction of gender, forging meanings of masculinity and femininity that guide academic behaviors and outcomes. The idea that doing gender influences educational processes and helps explain why boys and girls perform...

read more

Appendix: Research Methods: Process and Representation

pdf iconDownload PDF

pp. 179-186

“Let me know when you figure everyone around here out, because I’ve lived here my whole life and I still can’t explain it!” said Mr. Kerr as he spotted me in the hallway at Clayton. Such playful chiding became a running joke between Mr. Kerr and me throughout...

Notes

pdf iconDownload PDF

pp. 187-189

References

pdf iconDownload PDF

pp. 191-199

Index

pdf iconDownload PDF

pp. 201-212