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| Autor/in | Hansen, Sally |
|---|---|
| Titel | Boys and Writing: Reluctance? Reticence? Or Rebellion? |
| Quelle | (2001), (24 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Foreign Countries; High Schools; Males; Sex Differences; Student Attitudes; Writing Achievement; Writing Attitudes; Writing (Composition); Writing Difficulties; Writing Research; New Zealand |
| Abstract | This study investigated gender differences in students' writing self-efficacy beliefs, writing attitudes, writing preferences, and gendered perceptions about writing in the New Zealand School Certificate English classroom (year 11). The aim of this study was also to identify factors which may contribute to the negative affect and poor performance of boys in writing. The results indicated a gender difference in writing attitudes, with boys reporting a higher level of negative writing satisfaction, and less writing enjoyment in the English classroom. Boys and girls reported distinct differences for their first and second preferred writing options. No significant gender differences were reported in students' self-efficacy beliefs or predicted confidence judgments to perform specific writing competencies. No significant gender differences were reported in students' perceptions about writing as an inherently gender-biased activity, and students did not perceive writing to be an inherently feminine or masculine activity. However, they did indicate an awareness of differential outcomes for boys' and girls' writing in the way in which their respective discourses were regarded and valued by others. An examination of qualitative data and frequency of response to individual target questions indicates that students expect the writing of boys and girls to be differentially valued in the English classroom and in School Certificate. Finally, the need to examine if boys' writing dissatisfactions and negative attitudes in English are connected with the way writing elements and activities have been pedagogically and ideologically constructed, is considered. Further research focusing on how writing is presented and measured in the English classroom is recommended. (Contains 62 references and a table of data.) (RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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