Gender Identity and Learning Behavior

This article discusses what is often referred to in the public debate and in education policy cotext as the 'boy problem' in schools and the educational system. The findings are based on two case studies of boys 'self-presentation and interaction in Danish primary school classes. The findings show that boys who draw on powerfull versions of masculine identity often associate popular masculinity with physical rather than academic competences and therefore may develop behaviors that inhibit learning and resistance to the schools learning agenda. These boys often do well socially but may underperform academically, and their learning inhibitory behavior may in many cases be interpreted as compensatory behavior. These are often boys whose parents have a week educational background. The article concludes that restrictive gender codes may obstruct boys' opportunities and work to their detriment not only in primary school but in a wider educational perspective.