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Original Articles

Successful girls? Complicating post‐feminist, neoliberal discourses of educational achievement and gender equality

Pages 471-489 | Published online: 12 Jul 2007

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (94)

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Wen Xu & Garth Stahl. (2022) Working-class girls’ construction of learner identities and aspirations through engagement in Chinese language education in Australia. Discourse: Studies in the Cultural Politics of Education 43:6, pages 886-898.
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George Kalivis. (2022) Becoming a manual: au(n)to-ethnography and queer performances of a Greek theía. Text and Performance Quarterly 42:3, pages 298-314.
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Lara Schiffrin-Sands. (2021) He said he said: boysplaining in a primary classroom. Gender and Education 33:6, pages 661-675.
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Johanna Mellén & Petra Angervall. (2021) Gender and choice: differentiating options in Swedish upper secondary STEM programmes. Journal of Education Policy 36:3, pages 417-435.
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Anna Uboldi. (2020) The indifference of distinction. Art schools and the noblesse oblige of privileged students. British Journal of Sociology of Education 41:3, pages 346-360.
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Sophie Cossens & Sue Jackson. (2020) White, classed and gendered: pre-teen girls negotiate successful young womanhood. Gender and Education 32:2, pages 211-226.
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Ingunn Marie Eriksen. (2019) Tough femininities: ethnic minority girls’ aggressive school opposition. British Journal of Sociology of Education 40:8, pages 1090-1104.
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Marta Trzebiatowska. (2019) ‘Atheism is not the problem. The problem is being a woman’. Atheist women and reasonable feminism. Journal of Gender Studies 28:4, pages 475-487.
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Geoffrey Hunt & Tamar Antin. (2019) Gender and intoxication: from masculinity to intersectionality. Drugs: Education, Prevention and Policy 26:1, pages 70-78.
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Brooke Midkiff & Eric A. Houck. (2018) Gender as a Useful Category for School Finance. Leadership and Policy in Schools 17:4, pages 541-567.
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Kate Pincock. (2018) School, sexuality and problematic girlhoods: reframing ‘empowerment’ discourse. Third World Quarterly 39:5, pages 906-919.
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Lauren Clark & Sarah M. Stitzlein. (2018) Neoliberal narratives and the logic of abstinence only education: why are we still having this conversation?. Gender and Education 30:3, pages 322-340.
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J. L. Sligo, K. M. Nairn & R. O. McGee. (2018) Rethinking integration in mixed methods research using data from different eras: lessons from a project about teenage vocational behaviour. International Journal of Social Research Methodology 21:1, pages 63-75.
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Alison Phipps. (2017) (Re)theorising laddish masculinities in higher education. Gender and Education 29:7, pages 815-830.
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Jessica Crofts & Julia Coffey. (2017) Young women’s negotiations of gender, the body and the labour market in a post-feminist context. Journal of Gender Studies 26:5, pages 502-516.
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Claudia G. Cervantes-Soon. (2016) Mujeres truchas: urban girls redefining smartness in a dystopic global south. Race Ethnicity and Education 19:6, pages 1209-1222.
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Michele Paule. (2015) Dinosaur discourses: taking stock of gendered learning myths. Gender and Education 27:7, pages 744-758.
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Tina Mattsson. (2015) ‘Good girls’: emphasised femininity as cloning culture in academia. Gender and Education 27:6, pages 685-699.
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Alyssa D. Niccolini. (2015) Reassembling feminism. Discourse: Studies in the Cultural Politics of Education 36:3, pages 464-472.
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Ofra Koffman, Shani Orgad & Rosalind Gill. (2015) Girl power and ‘selfie humanitarianism’. Continuum 29:2, pages 157-168.
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Kate Cairns. (2014) Both here and elsewhere: rural girls’ contradictory visions of the future. Gender and Education 26:5, pages 477-489.
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Emma Renold & Gabrielle Ivinson. (2014) Horse-girl assemblages: towards a post-human cartography of girls' desire in an ex-mining valleys community. Discourse: Studies in the Cultural Politics of Education 35:3, pages 361-376.
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Christine A. Mallozzi & Sally Campbell Galman. (2014) Guys and ‘the rest of us’: tales of gendered aptitude and experience in educational carework. Gender and Education 26:3, pages 262-279.
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Nancy Taber, Vera Woloshyn & Laura Lane. (2013) ‘She's more like a guy’ and ‘he's more like a teddy bear’: girls' perception of violence and gender in The Hunger Games . Journal of Youth Studies 16:8, pages 1022-1037.
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Stephanie Moller, Elizabeth Stearns, Stephanie Southworth & Stephanie Potochnick. (2013) Changing course: the gender gap in college selectivity and opportunities to learn in the high school curriculum. Gender and Education 25:7, pages 851-871.
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Carol A. Taylor. (2013) Objects, bodies and space: gender and embodied practices of mattering in the classroom. Gender and Education 25:6, pages 688-703.
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Linnea Bodén. (2013) Seeing red? The agency of computer software in the production and management of students’ school absences. International Journal of Qualitative Studies in Education 26:9, pages 1117-1131.
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Claire Maxwell & Peter Aggleton. (2013) Middle-class young women: agentic sexual subjects?. International Journal of Qualitative Studies in Education 26:7, pages 848-865.
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Alison Fuller, Jill Turbin & Brenda Johnston. (2013) Computer Club for Girls: The problem with seeing girls as the problem. Gender and Education 25:4, pages 499-514.
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Kristen Myers. (2013) Anti-feminist messages in American television programming for young girls. Journal of Gender Studies 22:2, pages 192-205.
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Andrew Wilkins. (2012) Push and pull in the classroom: competition, gender and the neoliberal subject. Gender and Education 24:7, pages 765-781.
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Angelika Sjöstedt Landén. (2012) A Fantasy of the “Ambitious Young Girl” as Flexible Knowledge-worker Subject. NORA - Nordic Journal of Feminist and Gender Research 20:4, pages 249-265.
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Nicole Archard. (2012) Adolescent girls and leadership: the impact of confidence, competition, and failure. International Journal of Adolescence and Youth 17:4, pages 189-203.
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Christina Gowlett. (2012) Injurious assumptions: Butler, subjectification and gen(d)erational poverty. International Journal of Inclusive Education 16:9, pages 885-900.
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Jessica Ringrose & Emma Renold. (2012) Teen girls, working-class femininity and resistance: retheorising fantasy and desire in educational contexts of heterosexualised violence. International Journal of Inclusive Education 16:4, pages 461-477.
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Christine Skelton & Becky Francis. (2012) The ‘Renaissance Child’: high achievement and gender in late modernity. International Journal of Inclusive Education 16:4, pages 441-459.
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Carol A. Taylor. (2011) ‘Hope in failure’: A Level students, discursive agency, post-feminism and feminism. Gender and Education 23:7, pages 825-841.
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Shauna Pomerantz & Rebecca Raby. (2011) ‘Oh, she’s so smart’: girls’ complex engagements with post/feminist narratives of academic success. Gender and Education 23:5, pages 549-564.
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Roger Beard & Andrew Burrell. (2010) Writing attainment in 9- to 11-year-olds: some differences between girls and boys in two genres. Language and Education 24:6, pages 495-515.
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Christine Skelton, Becky Francis & Barbara Read. (2010) “Brains before ‘beauty’?” High achieving girls, school and gender identities. Educational Studies 36:2, pages 185-194.
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Alexandra Allan. (2010) Picturing success: young femininities and the (im)possibilities of academic achievement in selective, single‐sex education. International Studies in Sociology of Education 20:1, pages 39-54.
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Carolyn Jackson. (2010) Fear in education. Educational Review 62:1, pages 39-52.
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Jill Blackmore. (2010) ‘The Other Within’: race/gender disruptions to the professional learning of white educational leaders. International Journal of Leadership in Education 13:1, pages 45-61.
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Lyn Tett & Sheila Riddell. (2009) Educators’ responses to policy concerns about the gender balance of the teaching profession in Scotland. Journal of Education Policy 24:4, pages 477-493.
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Jessica Ringrose & Valerie Walkerdine. (2008) Regulating The Abject. Feminist Media Studies 8:3, pages 227-246.
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Mike Younger & Molly Warrington. (2008) The gender agenda in primary teacher education in England: fifteen lost years?. Journal of Education Policy 23:4, pages 429-445.
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