We draw on 120 years of biographical data (N = 120,764) contained within Who's Who—a unique catalogue of the British elite—to explore the changing relationship between elite schools and elite ...recruitment. We find that the propulsive power of Britain's public schools has diminished significantly over time. This is driven in part by the wane of military and religious elites, and the rise of women in the labor force. However, the most dramatic declines followed key educational reforms that increased access to the credentials needed to access elite trajectories, while also standardizing and differentiating them. Notwithstanding these changes, public schools remain extraordinarily powerful channels of elite formation. Even today, the alumni of the nine Clarendon schools are 94 times more likely to reach the British elite than are those who attended any other school. Alumni of elite schools also retain a striking capacity to enter the elite even without passing through other prestigious institutions, such as Oxford, Cambridge, or private members clubs. Our analysis not only points to the dogged persistence of the "old boy," but also underlines the theoretical importance of reviving and refining the study of elite recruitment.
In this groundbreaking book, Ken Parille seeks to do for nineteenth-century boys what the past three decades of scholarship have done for girls: show how the complexities of the fiction and ...educational materials written about them reflect the lives they lived. While most studies of nineteenth-century boyhood have focused on post-Civil War male novelists, Parille explores a broader archive of writings by male and female authors, extending from 1830-1885.
Boys at Home offers a series of arguments about five pedagogical modes: play-adventure, corporal punishment, sympathy, shame, and reading.
This book explores boy-focused education policy and how different educators struggle to implement or resist it in their schools. Weaver-Hightower examines masculinity politics in Australia and the ...United States, mapping how these politics create panic over raising and educating boys the "Right" way. Contextualizing this policy with movements for boys' education around the world, this book offers progressive strategies for resisting conservative, regressive, anti-feminist programs for boys. Foreword by Michael W. Apple.
Many advocates of all-black male schools (ABMSs) argue that these institutions counter black boys' racist emasculation in white, "overly" female classrooms. This argument challenges racism and ...perpetuates antifeminism.Keisha Lindsay explains the complex politics of ABMSs by situating these schools within broader efforts at neoliberal education reform and within specific conversations about both "endangered" black males and a "boy crisis" in education. Lindsay also demonstrates that intersectionality, long considered feminist, is in fact a politically fluid framework. As such, it represents a potent tool for advancing many political agendas, including those of ABMSs supporters who champion antiracist education for black boys while obscuring black girls' own race and gender-based oppression in school. Finally, Lindsay theorizes a particular means by which black men and other groups can form antiracist and feminist coalitions even when they make claims about their experiences that threaten bridge building. The way forward, Lindsay shows, allows disadvantaged groups to navigate the racial and gendered politics that divide them in pursuit of productive-and progressive-solutions.Far-thinking and boldly argued,In a Classroom of Their Ownexplores the dilemmas faced by professionals and parents in search of equitable schooling for all students-black boys and otherwise.
African American boys and young men in the United States face challenges unique to being a male and an ethnic minority in our society. Despite the marginalization of African American boys and young ...men, this article argues that African American boys and young men, like other individuals, are in large proportion able to overcome adversity and utilize positive youth development assets and resources, and that focusing on capabilities and strengths is worthy of primary emphasis (Lerner, Dowling, & Anderson, 2003; Stevenson, 2016). García Coll and colleagues' (1996) integrative model of developmental competencies in minority children lays the groundwork for conceptualizing the profound influence of racism, economic disadvantage, oppression, segregation, and other trauma-inducing experiences on the development of African American boys and young men. We extend that framework by adding notions of positive development and adaptive calibration to contextual challenges to account for prosocial development of African American boys and young men. We present descriptive and experimental research support for this approach and argue that it has the potential for increasing the validity, sophistication, and utility of developmental research on about African American boys and young men are presented.
A representation of a narrative inquiry conducted with five ninth grade boys that were identified as displaying multiple literacies, looking specifically at how these boys storied their literate ...identities.
This article shares how three African-centered Black men partnered with a school system to develop and implement an Africentric rites of passage program for seventh- and eighth-grade Black male ...students. The proposed school-based intervention aimed to socialize, educate, and cultivate Black boys in preparation for manhood. Theoretically, the conceptual framework was anchored in African paradigms from Afrocentricity, Kawaida, and Pan-Africanism. The authors provided an overview of the program, which included the program structure, activities, and events. We concluded with a discussion of program challenges and recommendations for future research and program implementation.
This study focused on the Japanese cyber-fandom of Thai boys' love (BL) dramas, examining how their perception of Thailand was transformed through viewership and participation in fandom activities ...and how it affected the fans themselves and the broader Japanese society. In the Japanese cyberfandom of Thai BL dramas, people with diverse gender identities and sexualities intermingle, learn, and become aware of their changing gazes toward Thai and Japanese culture, queerness, and other related issues. Through a qualitative analysis of audience ethnography and interviews with 25 participants, this study shows that Thailand's culture contrasts with others, particularly the cultures of the West, and an Oriental gaze from the Japanese point of view has emerged in this context. A movement beyond the national Thailand-Japan framework has also emerged, which explores the multifaceted nature of BL dramas within a single-issue context. Thus, Thai BL drama fandom extends beyond an Oriental perspective, practising inter-Asian referencing and reflecting on the national framework by watching BL dramas and participating in fandom. In other words, this study presents new possibilities for BL: (1) overcoming an oriental perspective and reflecting on a national framework for the acceptance and consumption of BL content and (2) cultural experience and real social connection through fandom activities and discourse through inter-Asian referencing in practice.
PDF
