The simultaneous production of educational achievement and popularity: How do some pupils accomplish it?
The simultaneous production of educational achievement and popularity: How do some pupils accomplish it?
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教育成就和知名度的同时产生：一些学生是如何实现的？
DOI：
10.1080/01411920902919265
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发表时间：
2013
影响因子：
2.3
通讯作者：
Francis B
中科院分区：
文献类型：
--
作者：
Francis B
尽管研究表明学生尤其是男生往往会在学业成绩和受同学欢迎之间感到紧张，但一些学生仍然保持着两者的同时产生。本文的重点是12-13岁的学生，确定为高成就和受欢迎的样本，检查课堂主体性，注意他们的做法围绕性别和教育成就。数据来自经济与社会研究理事会资助的一项定性研究，该研究涉及对英格兰9所不同的男女同校公立学校的课堂观察，以及对71名成绩优异的学生的采访，其中包括22名被确定为成绩优异和受欢迎的学生。这项研究的结果否定了这样一种观点，即成绩优异的学生必然会危及他们在同学中的社会地位。然而，它也证明了体现的重要性，甚至是成功地“平衡”流行和成就的主观性生产的基本属性。然而，高成就和受欢迎的学生被证明承担重要的身份工作，采用特定的性别表演和实践，以保持这种同步生产。
In spite of research showing that pupils—particularly boys—tend to experience tension between high academic achievement and popularity with peers at school, some pupils continue to maintain simultaneous production of both. This article focuses on a sample of 12–13 year‐old pupils, identified as high achieving and popular, to examine classroom subjectivities, with attention to their practices around gender and educational achievement. Data are drawn from a qualitative study funded by the Economic and Social Research Council, which involved observation of classes at nine different co‐educational state schools in England, and interviews with 71 high‐achieving pupils, including 22 that were identified as high achieving and popular. The study findings belie the notion that high‐achieving pupils necessarily jeopardise their social standing with classmates. However, it also demonstrates the importance of embodiment and even essential attributes in productions of subjectivity that successfully ‘balance’ popularity and achievement. Nevertheless, high‐achieving and popular pupils are shown to undertake significant identity work, employing particular gendered performances and practices in order to maintain this simultaneous production.