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Tony Silva. (2023) Masculinity attitudes in the United States across intersections of race/ethnicity, immigration status, and education. Journal of Gender Studies 32:3, pages 229-245.
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Mieke Van Houtte. (2023) Understanding the gender gap in school (dis)engagement from three gender dimensions: the individual, the interactional and the institutional. Educational Studies 49:2, pages 260-278.
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Nicola Brajato & Alexander Dhoest. (2023) Ambiguous gaze: masculinity and the male body in Dirk Bikkembergs’ fashion and photographic production. NORMA 18:1, pages 21-46.
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Willy Pedersen & Ingunn Eriksen. (2023) Distribution of capital and school-related stress at elite high schools. Journal of Youth Studies 26:1, pages 43-60.
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Natalia Maloshonok. (2022) Harm not only females: math-gender stereotypes and engagement of engineering students at Russian universities. European Journal of Engineering Education 47:6, pages 1197-1215.
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Ursula Kessels & Mieke Van Houtte. (2022) Side effects of academic engagement? How boys’ and girls’ well-being is related to their engagement and motivational regulation. Gender and Education 34:6, pages 627-642.
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Yariv Feniger, Oded Mcdossi & Hanna Ayalon. (2022) College gender composition and bachelor’s degree completion: the disadvantage of enrolment in a male-dominated institution. Journal of Gender Studies 31:4, pages 478-491.
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Silvia Diaz-Fernandez & Adrienne Evans. (2022) (Mis)recognition within heterogendered lad culture: LGBTQIA+ students’ subjectivities in Higher Education. Gender and Education 34:3, pages 346-361.
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Pål Halvorsen. (2022) A sense of unease: elite high school students negotiating historical privilege. Journal of Youth Studies 25:1, pages 34-49.
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Pål Halvorsen & Jørn Ljunggren. (2021) A new generation of business masculinity? Privileged high school boys in a gender egalitarian context. Gender and Education 33:5, pages 499-513.
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Denise Brown, John A. Barry & Brenda K. Todd. (2021) Barriers to academic help-seeking: the relationship with gender-typed attitudes. Journal of Further and Higher Education 45:3, pages 401-416.
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Colleen E. Mills, Margaret Schmuhl & Joel A. Capellan. (2020) Far-right violence as backlash against gender equality: A county-level analysis of structural and ideological gender inequality and homicides committed by far-right extremists. Journal of Crime and Justice 43:5, pages 568-584.
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Michael Jeffries. (2020) ’Is it okay to go out on the pull without it being nasty?’: lads’ performance of lad culture. Gender and Education 32:7, pages 908-925.
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Emma Degroote, Jannick Demanet & Mieke Van Houtte. (2020) The influence of school mobility and dropout rates on non-mobile students’ school engagement: a chicken-and-egg situation?. Research Papers in Education 35:4, pages 443-466.
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Silvia Diaz-Fernandez & Adrienne Evans. (2020) Lad culture as a sticky atmosphere: navigating sexism and misogyny in the UK's student-centred nighttime economy. Gender, Place & Culture 27:5, pages 744-764.
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Katarina Perander, Monica Londen & Gunilla Holm. (2020) Anxious girls and laid-back boys: teachers’ and study counsellors’ gendered perceptions of students. Cambridge Journal of Education 50:2, pages 185-199.
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Mieke Van Houtte, Roselien Vervaet, Roslyn Arlin Mickelson & Peter A.J. Stevens. (2019) The ethnic prejudice of Flemish pupils: the roles of school gender composition and laddish culture. Gender and Education 31:8, pages 1057-1076.
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Anna T. Danielsson, Allison J. Gonsalves, Eva Silfver & Maria Berge. (2019) The Pride and Joy of Engineering? The Identity Work of Male Working-Class Engineering Students. Engineering Studies 11:3, pages 172-195.
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Lauren Jessica Stentiford. (2019) ‘You can tell which ones are the laddy lads’: young women’s accounts of the engineering classroom at a high-performing English university. Journal of Gender Studies 28:2, pages 218-230.
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Heather Powers Albanesi. (2019) Tilting the playing field: ‘Redshirting’ kindergarten boys in the US and the competition for hegemonic masculinity. Gender and Education 31:2, pages 240-257.
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Chris Platts & Andy Smith. (2018) ‘We don’t need no education’? Exploring the educational experiences of young footballers. British Journal of Sociology of Education 39:7, pages 925-941.
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Eric Anderson & Mark McCormack. (2018) Inclusive Masculinity Theory: overview, reflection and refinement. Journal of Gender Studies 27:5, pages 547-561.
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Mattias Nylund, Per-Åke Rosvall, Elsa Eiríksdóttir, Ann-Sofie Holm, Ulpukka Isopahkala-Bouret, Anna-Maija Niemi & Guðrún Ragnarsdóttir. (2018) The academic–vocational divide in three Nordic countries: implications for social class and gender. Education Inquiry 9:1, pages 97-121.
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Julie Alderton & Sue Gifford. (2018) Teaching mathematics to lower attainers: dilemmas and discourses. Research in Mathematics Education 20:1, pages 53-69.
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Alison Phipps, Jessica Ringrose, Emma Renold & Carolyn Jackson. (2018) Rape culture, lad culture and everyday sexism: researching, conceptualizing and politicizing new mediations of gender and sexual violence. Journal of Gender Studies 27:1, pages 1-8.
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Margriet van Hek, Gerbert Kraaykamp & Ben Pelzer. (2018) Do schools affect girls’ and boys’ reading performance differently? A multilevel study on the gendered effects of school resources and school practices. School Effectiveness and School Improvement 29:1, pages 1-21.
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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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Gordon L. Flett, Taryn Nepon, Paul L. Hewitt, Danielle S. Molnar & Wendy Zhao. (2016) Projecting perfection by hiding effort: supplementing the perfectionistic self-presentation scale with a brief self-presentation measure. Self and Identity 15:3, pages 245-261.
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Elin Borg. (2015) Classroom behaviour and academic achievement: how classroom behaviour categories relate to gender and academic performance. British Journal of Sociology of Education 36:8, pages 1127-1148.
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Carolyn Jackson & Anne-Sofie Nyström. (2015) ‘Smart students get perfect scores in tests without studying much’: why is an effortless achiever identity attractive, and for whom is it possible?. Research Papers in Education 30:4, pages 393-410.
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Carolyn Jackson, Steve Dempster & Lucie Pollard. (2015) “They just don’t seem to really care, they just think it’s cool to sit there and talk”: laddism in university teaching-learning contexts. Educational Review 67:3, pages 300-314.
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Michael R.M Ward. (2014) ‘I'm a Geek I am’: academic achievement and the performance of a studious working-class masculinity. Gender and Education 26:7, pages 709-725.
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Carolyn Jackson & Nigel Sherriff. (2013) A Qualitative Approach to Intergroup Relations: Exploring the Applicability of the Social Identity Approach to “Messy” School Contexts. Qualitative Research in Psychology 10:3, pages 259-273.
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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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Steve Dempster. (2011) I drink, therefore I’m man: gender discourses, alcohol and the construction of British undergraduate masculinities. Gender and Education 23:5, pages 635-653.
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Mark McCormack. (2011) Mapping the Terrain of Homosexually-Themed Language. Journal of Homosexuality 58:5, pages 664-679.
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Carolyn Jackson. (2010) ‘I’ve been sort of laddish with them … one of the gang’: teachers’ perceptions of ‘laddish’ boys and how to deal with them. Gender and Education 22:5, pages 505-519.
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Carolyn Jackson. (2010) Fear in education. Educational Review 62:1, pages 39-52.
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