Spring 2021 PIE Reading Group
This message has been approved by Dr. Lisa Liseno, Assistant Dean of the Graduate School, for distribution to students, faculty and staff.
The Spring 2021 PIE Reading Group is hosting weekly discussions of Edward W. Morris’ Learning the Hard Way: Masculinity, Place, and the Gender Gap in Education this March! This book contains a fascinating research-based analysis of gender, race and class and how each intersect and contribute to the “gender gap” in achievement in education. Please register (below) as soon as possible to receive discussion materials in advance of each session to help guide you in your reading. We hope to see you there!
Book Title and Author: Learning the Hard Way: Masculinity, Place, and the Gender Gap in Education, by Edward W. Morris
Brief Book Info: https://www.rutgersuniversitypress.org/learning-the-hard-way/9780813553689
Free Link to Strozier Library e-copy: Learning the Hard Way (eBook)
When: Friday, 3/19, 1:00pm-2:30pm - revised meeting time (via Zoom)
Where: Zoom
Register to attend: http://bit.ly/ReadingGroup_2021
Weekly Reading Group Guest Facilitators:
- Leslie Richardson, Director, Center for Advancement of Teaching – week 1 (3/5/21)
- DeOnte Brown, Assistant Dean, Center for Academic Retention & Enhancement (CARE) – week 2 (3/12/21)
- Sabrina Dickey, PhD, RN, Assistant Professor, College of Nursing – week 3 (3/19/21) 1:00-2:30pm - revised meeting time!
In Learning the Hard Way, Edward W. Morris explores and analyzes detailed ethnographic data on this purported gender gap between boys and girls in educational achievement at two low-income high schools—one rural and predominantly white, the other urban and mostly African American. Crucial questions arose from his study of gender at these two schools. Why did boys tend to show less interest in and more defiance toward school? Why did girls significantly outperform boys at both schools? Why did people at the schools still describe boys as especially “smart”?
Morris examines these questions and, in the process, illuminates connections of gender to race, class, and place. This book is not simply about the educational troubles of boys, but the troubled and complex experience of gender in school. It reveals how particular race, class, and geographical experiences shape masculinity and femininity in ways that affect academic performance. His findings add a new perspective to the “gender gap” in achievement.
*Excerpt above is taken from: https://www.rutgersuniversitypress.org/learning-the-hard-way/9780813553689