Crisis of masculinity

A key explanation for why boys, particularly those from working-class backgrounds, may underachieve in education relates to broader social changes affecting traditional male roles. This concept is often described as a crisis of masculinity, which arises from shifts in the economy and society that challenge established ideas of what it means to be male.

Causes of the crisis of masculinity

Globalisation has led to a decline in traditional male-dominated jobs, such as those in manufacturing. As a result, boys may question the value of gaining qualifications, since the roles they associate with masculinity - like being the breadwinner or head of household - seem less attainable or relevant.

Impact on boys' educational engagement

This crisis can make boys view the workforce as increasingly feminised. Consequently, pursuing qualifications might appear pointless or even feminine to them. For instance, Mac an Ghaill's research highlights how boys may dismiss education as a waste of time, leading to disengagement.

Emotional and behavioural responses

Boys experiencing this crisis might feel anxious, vulnerable, or insecure about their future. To cope, they could 'act up' in class - behaving disruptively to gain status among peers and reaffirm their masculinity.

Lad culture and anti-school subcultures

Another explanation focuses on how certain peer groups among boys reject school values, forming subcultures that prioritise hyper-masculine behaviours over academic success.

Characteristics of lad culture

Studies show that these subcultures are typically working-class and male-dominated. Within them, schoolwork is often labelled as 'feminine' or 'unmanly', making academic effort seem undesirable.

Examples of hyper-masculine behaviours:

• Back-chatting teachers to show defiance
• Being disruptive during lessons
• Bullying peers who are more academically focused

Consequences for achievement

Showing interest in schoolwork can be seen as silly, soft, or weak. Bright or diligent boys might face homophobic abuse.

Boys' attitudes towards education

Boys' own views and self-perceptions also play a role in their underachievement, with research indicating differences in how boys and girls approach learning and future goals.

Over-confidence and work ethic

Some studies suggest boys tend to be over-confident about their abilities, believing they can succeed without much effort. This leads to lower academic aspirations compared to girls. As a result, boys may not work as hard, assuming success will come easily.

Career aspirations and realism

Surveys reveal that girls often have more realistic career aspirations. In contrast, boys' aspirations might be less grounded.

Attitudes towards reading and learning

Boys frequently report not enjoying or valuing reading, associating it with femininity.

Evaluating explanations of boys' underachievement

While the explanations above highlight important factors, sociologists have critiqued them for potentially oversimplifying the issue.

Moral panic perspective

Coffey argues that society's focus on boys' underachievement represents a moral panic - an exaggerated public reaction to a perceived social problem.

Persistent gender inequalities

Feminists point out that subtle inequalities still disadvantage girls in education. For example, subject choices at degree level often reflect gender stereotypes.

Within-gender differences

Emphasising gender alone overlooks variations within each gender group. Factors like social class and ethnicity create diverse experiences.