Document Type

Article

Publication Date

Fall 2015

Published In

Culture, Society And Masculinities

Abstract

Boys' identities are distinctly gendered, racialized, and classed across disparate social and cultural contexts. Related intersectional identity processes are associated with boys' academic success. While intersectionality has been utilized throughout boys' education scholarship, a limited, "light touch" approach is often enacted. As a critical logic of interpretation, intersectionality theory accounts for race, class, and gender within equity-based empirical studies. The authors contend insufficient engagement with intersectionality may lead educational research on boys' social and learner identities to become static. Examining boys' identities through intersectional approaches reveals more complex insights particularly related to their school engagement. Critical of the recent "boy crisis" literature, this article strives to compel theorists of boys' education to more fully leverage the history, constructs, and epistemologies of intersectionality.

Keywords

intersectionality theory, boys' education, identity

Comments

This work is freely available courtesy of The Men's Studies Press. The original version of the article is freely available on the journal's website.

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