‘They make time for you’: upwardly mobile working-class boys and understanding the dimensions of nurturing and supportive student–teacher relationships

References

• Bignall, S. 2010. “Affective Assemblages.” In Deleuze and the Postcolonial, edited by S. Bignall and P. Patton, 78–102. Edinburgh: Edinburgh University Press.
   Google Scholar
• Bourdieu, P. 1985. “The Social Space and the Genesis of Groups.” Theory and Society 14 (6): 723–744. doi:10.1007/BF00174048.
   Web of Science ®Google Scholar
• Bristol, T. J. 2015. “Teaching Boys: Towards a Theory of Gender-relevant Pedagogy.” Gender and Education 27 (1): 53–68. doi:10.1080/09540253.2014.986067.
   Web of Science ®Google Scholar
• Bryk, A., and B. Schneider. 2002. Trust in Schools: A Core Resource for Improvement. New York: Russell Sage Foundation.
   Google Scholar
• Burke, P. 2007. “Men Accessing Education: Masculinities, Identifications and Widening Participation.” British Journal of Sociology of Education 28 (4): 411–424. doi:10.1080/01425690701369335.
   Web of Science ®Google Scholar
• Comber, B., and B. Kalmer. 2007. “Getting Out of Deficit: Pedagogies of Reconnection.” Teaching Education 15 (3): 293–310. doi:10.1080/1047621042000257225.
   Google Scholar
• De Boise, S., and J. Hearn. 2017. “Are Men Getting More Emotional? Critical Sociological Perspectives on Men, Masculinities and Emotions.” Sociological Review 65 (4): 779–796. doi:10.1177/0038026116686500.
   Web of Science ®Google Scholar
• Delamont, S. 2000. “The Anomalous Beasts: Hooligans and the Sociology of Education.” Sociology 34 (1): 95–111. doi:10.1177/S0038038500000079.
   Google Scholar
• Donnelly, M. 2014. “A New Approach to Researching School Effects on Higher Education Participation.” British Journal of Sociology of Education 36 (7): 1073–1090. doi:10.1080/01425692.2014.886942.
   Web of Science ®Google Scholar
• Entwisle, D., K. Alexander, and L. Olson. 2007. “Early Schooling: The Handicap of Being Poor and Male.” Sociology of Education 80 (2): 114–137. doi:10.1177/003804070708000202.
   Web of Science ®Google Scholar
• Epstein, D., Elwood, J., Hey, V., & Maw, J. (Eds.). (1998). Failing Boys? Issues in gender and achievement (1 ed.). Buckingham, Philadelphia: Open University Press.
   Google Scholar
• Fergus, E., P. Noguera, and M. Martin. 2014. Schooling for Resilience: Improving the Life Trajectory of Black and Latino Boys. Cambridge, Massachusetts: Harvard Education Press.
   Google Scholar
• Francis, B. 2006. “Heroes or Zeroes? The Discursive Positioning of ‘Underachieving Boys’ in English Neo‐liberal Education Policy.” Journal of Education Policy 21 (2): 187–200. doi:10.1080/02680930500500278.
   Web of Science ®Google Scholar
• Furlong, V. J. (1991). “Disaffected Pupils: Reconstructing the Sociological Perspective.” British Journal of Sociology of Education 12(3): 293–307. doi:10.1080/0142569910120302
   Web of Science ®Google Scholar
• Mac an Ghaill, M. (Ed.) (1996). “Understanding Masculinities.” Buckingham: Open University Press.
   Google Scholar
• Guba, E. G., and Y. S. Lincoln. 2004. “Competing Paradigms in Qualitative Research.” In Approaches to Qualitative Research: A Reader on Theory and Methods, 105–117. Oxford, UK: Oxford University Press.
   Google Scholar
• Harris, J., A. Kruger, and E. Scott. 2020. “Sometimes I Wish I Was a Girl, ‘Cause They Do Shit like Cry: An Exploration into Black Boys’ Thinking about Emotions.” Urban Education. doi:10.1177/0042085920933327.
   Web of Science ®Google Scholar
• Hattam, R., and B. Prosser. 2008. “Unsettling Deficit Views of Students and Their Communities.” The Australian Educational Researcher 35 (2): 89–106. doi:10.1007/BF03216885.
   Web of Science ®Google Scholar
• Hattam, R., & Smyth, J. (2003). “'Not Everyone Has a Perfect Life': becoming somebody without school.” Pedagogy, Culture & Society 11(3): 379–398.
   Google Scholar
• Holt, B. 2012. “Identity Matters: The Centrality of ‘Conferred Identity’ as Symbolic Power and Social Capital in Higher Education Mobility.” International Journal of Inclusive Education 16 (9): 929–940. doi:10.1080/13603116.2011.580458.
   Web of Science ®Google Scholar
• House of Representatives Standing Committee on Education and Training. (2002). Boys: Getting it Right: Report on the Inquiry into the education of boys. Canberra, Australia: Parliament of the Commonwealth of Australia.
   Google Scholar
• Keddie, A. 2006. “Pedagogies and Critical Reflection: Key Understandings for Transformative Gender Justice.” Gender and Education 18 (1): 99–114. doi:10.1080/09540250500195184.
   Web of Science ®Google Scholar
• Keddie, A., and D. Bartel. 2020. “The Affective Intensities of Gender Transformative Work: An Actionable Framework for Facilitators Working with Boys and Young Men.” Men and Masculinities. doi:10.1177/1097184X20930058.
   Web of Science ®Google Scholar
• Keddie, A., and M. Mills. 2009. “Disrupting Masculinised Spaces: Teachers Working for Gender Justice.” Research Papers in Education 24 (1): 29–43. doi:10.1080/02671520801945834.
   Web of Science ®Google Scholar
• Lamb, S., J. Jackson, A. Walstab, and S. Huo (2015) Educational opportunity in Australia 2015, who succeeds and who misses out. Report from the Mitchell Foundation.
   Google Scholar
• Lauder, H. 1993. “Psychosocial Identity and Adolescents’ Educational Decision-making: Is There a Connection?” In Discussions on Ego Identity, edited by J. Kroger, 21–46. Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Lee, J. 2012. “The Effects of the Teacher-student Relationship and Academic Press on Student Engagement and Academic Performance.” International Journal of Educational Research 53: 330–340. doi:10.1016/j.ijer.2012.04.006.
   Google Scholar
• Lingard, B., M. Mills, and D. Hayes. 2000. “Teachers, School Reform and Social Justice: Challenging Research and Practice.” The Australian Educational Researcher 27 (3): 99–115. doi:10.1007/BF03219733.
   Google Scholar
• Lingard, B., W. Martino, M. Mills, and M. Bahr. 2000. Addressing the Educational Needs of Boys—strategies for Schools (Canberra, Commonwealth Department of Education, Science and Training). Brisbane: University of Queensland.
   Google Scholar
• Mac an Ghaill, M. 1994. The Making of Men: Masculinities, Sexualities and Schooling. Buckingham: Open University Press.
   Google Scholar
• Martino, W., M. Kehler, and M. Weaver-Hightower. 2009. The Problem with Boys’ Education: Beyond the Backlash. New York, NY: Routledge.
   Google Scholar
• Martino, W., and M. Pallotta-Chiarolli. 2003. So What’s a Boy? Maidenhead: Open University Press.
   Google Scholar
• McGregor, G., & Mills, M. (2012). Alternative Education Sites and Marginalised Young People:‘I wish there were more schools like this one’. International Journal of Inclusive Education 16(8): 843–862. doi:10.1080/13603116.2010.529467
   Google Scholar
• Mendick, H., and B. Francis. 2011. “Boffin and Geek Identities: Abject or Privileged?” Gender and Education 24 (1): 15–24. doi:10.1080/09540253.2011.564575.
   Web of Science ®Google Scholar
• Mills, M., and A. Keddie. 2010. “Gender Justice and Education: Constructions of Boys within Discourses of Resentment, Neo-liberalism and Security.” Educational Review 62 (4): 407–420. doi:10.1080/00131911.2010.482202.
   Web of Science ®Google Scholar
• Mills, M., W. Martino, and B. Lingard. 2007. “Getting Boys’ Education ‘Right’: The Australian Government’s Parliamentary Inquiry Report as an Exemplary Instance of Recuperative Masculinity Politics.” British Journal of Sociology of Education 28 (1): 5–21. doi:10.1080/01425690600995958.
   Web of Science ®Google Scholar
• Nelson, J. 2019. “Relational Teaching with Black Boys: Strategies for Learning at a Single-Sex Middle School for Boys of Color.” Teachers College Record 118: 6.
   Google Scholar
• Nelson, J. 2020. “Relationships of (Re)imagining: Black Boyhood, the Race-gender Discipline Gap, and Early-childhood Teacher Education.” The New Educator 16 (2): 122–130. doi:10.1080/1547688X.2020.1739932.
   Google Scholar
• O’Shea, S., J. May, C. Stone, and J. Delahunty. 2017. First-in-Family Students, University Experience and Family Life Motivations, Transitions and Participation. London. UK: Imprint: Palgrave Macmillan: Palgrave Macmillan.
   Google Scholar
• Pearce, J., and B. Down. 2011. “Relational Pedagogy for Student Engagement and Success at University.” Australian Educational Researcher 38 (4): 483–494. doi:10.1007/s13384-011-0037-5.
   Web of Science ®Google Scholar
• Reay, D. 2002. “Shaun’s Story: Troubling Discourses on White Working-class Masculinities.” Gender and Education 14 (3): 221–234. doi:10.1080/0954025022000010695.
   Web of Science ®Google Scholar
• Reeser, T. W., and L. Gottzén. 2018. “‘Masculinity and Affect: New Possibilities.” New Agendas.’ NORMA: International Journal for Masculinity Studies 13 (3–4): 145–157.
   Google Scholar
• Reichert, M., and J. Nelson. 2012. “Reproduction, Resistance, and Hope: The Promise of Schooling for Boys.” Journal of Boyhood Studies 6 (1): 5–16. doi:10.3149/thy.0601.5.
   Google Scholar
• Reichert, M., and R. Hawley. 2014. I Can Learn from You: Boys as Relational Learners. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Sellar, S. 2012. “It’s All about Relationships’: Hesitation, Friendship and Pedagogical Assemblage.” Discourse: Studies in the Cultural Politics of Education 33 (1): 61–74.
   Web of Science ®Google Scholar
• Shor, I. 1992. Empowering Education: Critical Teaching for Social Change. Chicago: University of Chicago Press.
   Google Scholar
• Sidorkin, A. 2002. Learning Relations. Impure Education, Deschooled Schools and Dialogue with Evil. New York: Peter Lang.
   Google Scholar
• Skelton, C., and B. Francis. 2009. Feminism and ‘The Schooling Scandal’. London: Routledge.
   Google Scholar
• Smyth, J., B. Down, and P. McInerney. 2010. ‘Hanging in with Kids’ in Tough Times: Engagement in Contexts of Educational Disadvantage in the Relational School. New York: Peter Lang.
   Google Scholar
• Smyth, J., McInerney, P., and Fish, T. (2013). “Blurring the Boundaries: From Relational Learning Towards a Critical Pedagogy of Engagement for Disengaged Disadvantaged Young People.” Pedagogy, Culture & Society 21 (2): 299–320. doi:10.1080/14681366.2012.759136
   Google Scholar
• Stahl, G. (2015). Aspiration, Identity and Neoliberalism: Educating White Working-Class Boys. London: Routledge
   Google Scholar
• Stahl, G. (2020). ‘My Little Beautiful Mess’: A Longitudinal Study of Working-Class Masculinity in Transition. NORMA: International Journal for Masculinity Studies, Online(Online), Online. https://doi.org/10.1080/18902138.2020
   Google Scholar
• Stahl, G. (2021). Working-Class Masculinities in Australian Higher Education: Policies, Pathways and Progress. Routledge, New York.
   Google Scholar
• Stahl, G., and Keddie, A. (2020). “The Emotional Labor of Doing ‘Boy Work’: Considering Affective Economies of Boyhood in Schooling.” Educational Philosophy and Theory, online(online), 1–11. doi:10.1080/00131857.2019.1699403
   Google Scholar
• Stahl, G., and McDonald, S. (2019). “Social Capital and Self-Crafting: Comparing Two Case Studies of First-in-Family Males Navigating Elite Australian Universities.” International Journal of Inclusive Education, online(online), 1–16. https://doi.org/10.1080/13603116.2019
   Google Scholar
• Stahl, G., McDonald, S., & Stokes, J. (2020). “‘I see myself as undeveloped’: Supporting Indigenous First-in-Family Males in the Transition to Higher Education.” Higher Education Research & Development, online(online), online. https://doi.org/10.1080/07294360.
   Google Scholar
• Tomaszewski, W., F. Perales, and N. Xiang. 2017. “Career Guidance, School Experiences and the University Participation of Young People from Low Socio-economic Backgrounds.” International Journal for Educational Research 85: 12. doi:10.1016/j.ijer.2017.06.003.
   Web of Science ®Google Scholar
• Voyer, A. (2018). Of lads and ear’oles: School, work, and the microsociology of social reproduction. Ethnography, 19(4): 565–576. doi:10.1177/1466138118780153
   Google Scholar
• Warren, C., C. Presberry, and L. Louis. 2020. “Examining Teacher Dispositons for Evidence of (Transformative) Social and Emotional Competencies with Black Boys: The Case of Three Urban High School Teachers.” Urban Education. doi:10.1177/0042085920933326.
   Web of Science ®Google Scholar
• Watkins, M. (2006). “Pedagogic Affect/Effect: Embodying a Desire to Learn.” Pedagogies 1(4): 269–282. doi:10.1080/15544800701341533
   Google Scholar
• Watkins, M. (2016). Gauging the Affective: Becoming Attuned to Its Impact in Education. In M. Zembylas & P. A. Shutz (Eds.), Methodological Advances in Research on Emotion and Education (pp. 71–81). Singapore: Springer.
   Google Scholar
• Way, N. 2013. Deep Secrets: Boys’ Friendships and the Crisis of Connection. Cambridge, MA: Harvard University Press.
   Google Scholar
• Weaver-Hightower, M. 2008. The Politics of Policy in Boys’ Education. New York: Palgrave MacMillan.
   Google Scholar
• Whitty, G., A. Hayton, and S. Tang. 2015. “Who You Know, What You Know and Knowing the Ropes: A Review of Evidence about Access to Higher Education Institutions in England.” Review of Education 3 (1): 27–67. doi:10.1002/rev3.3038.
   Web of Science ®Google Scholar
• Willis, P. 1977. Learning to Labour: How Working Class Kids Get Working Class Jobs. New York: Columbia University Press.
   Google Scholar
• Wong, T., A. M. Parent, and C. Konishi. 2019. “Feeling Connected: The Roles of Student-teacher Relationships and Sense of School Belonging on Future Orientation.” International Journal of Educational Research 94: 150–157. doi:10.1016/j.ijer.2019.01.008.
   Web of Science ®Google Scholar
• Younger, M., M. Warrington, J. Gray, J. Ruddock, R. McLellan, E. Bearne, R. Kershner, and P. Bricheno. 2004. Raising Boys’ Achievement. London: Department of Education and Skills.
   Google Scholar
• Zembylas, M. 2007. “Emotional Capital and Education: Theoretical Insights from Bourdieu.” British Journal of Educational Studies 55 (4): 443–463. doi:10.1111/j.1467-8527.2007.00390.x.
   Web of Science ®Google Scholar
• Zipin, L. 2009. “Dark Funds of Knowledge, Deep Funds of Pedagogy: Exploring Boundaries between Lifeworlds and Schools.” Discourse: Studies in the Cultural Politics of Education 30 (3): 317–331.
   Web of Science ®Google Scholar
• Zipin, L., S. Sellar, and R. Hattam. 2012. “Countering and Exceeding ‘Capital’: A ‘Funds of Knowledge’ Approach to Re-imagining Community.” Discourse: Studies in the Cultural Politics of Education 33 (2): 179–192.
   Web of Science ®Google Scholar
• Zipin, L., Sellar, S., Brennan, M., & Gale, T. (2013). “Educating for Futures in Marginalized Regions: A Sociological Framework for Rethinking and Researching Aspirations.“ Educational Philosophy and Theory, 45(3): 227–246.
   Web of Science ®Google Scholar