An exploration of how perceptions of masculinity influence boys' underperformance in English.

这项合作研究旨在探索目前英国阅读方面性别差异的影响因素。如果我们要对识字率低和随之而来的生活机会减少产生任何影响，男孩脱离阅读需要采取新的方法(Brozo，2019)。这项研究将试图评估对待男子气概的态度可能会如何阻碍男孩的学习，同时评估“批判性识字”方法在吸引男孩阅读方面的效果。建议的比较模式将嵌入与达勒姆地方教育管理局(LA)的合作伙伴关系中，为研究人员提供不同的背景环境，同时与县教育专家和一系列学校密切合作，开发新的方法来理解男性气概，教授阅读，并有可能形成LA的政策。

This collaborative research aims to explore the factors at play in the current UK gender attainment gap in reading. Boys' disengagement with reading requires renewed approaches if we are to make any impact on the weak literacy and attendant reduction in their life chances (Brozo, 2019). This research will attempt to gauge how attitudes toward masculinity might obstruct learning for boys, while evaluating the efficacy of a 'critical literacy' approach to engaging boys in reading. The comparative model proposed would be embedded in a collaborative partnership with Durham's Local Education Authority (LA), affording the researcher variation of contextual settings, while working in close partnership with County educational experts and a range of schools in developing new approaches to understanding masculinity, teaching reading, and has the potential to shape LA policy.