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Does students' machismo fit in school? Clarifying the implications of traditional gender role ideology for school belonging

Ellen Huyge (UGent) , Dimitri Van Maele (UGent) and Mieke Van Houtte (UGent)
(2015) GENDER AND EDUCATION. 27(1). p.1-18
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Abstract
How much students feel at home in school predicts academic outcomes. In view of the gender achievement gap, it is worth examining the gendered pattern of this school belonging. Studies on school belonging, however, have barely acknowledged possible obstructive effects of traditional gender role attitudes of individual students and student cultures. This study examines the relationship between gender role attitudes and a sense of school belonging among a sample of 6380 students from 59 Flemish schools at the start of their secondary education. The results of multilevel analyses indicate that boys show less sense of school belonging than girls, as do students with more traditional beliefs about gender roles. Moreover, student attitudes related to gender roles are strongly shared at the school level, so that we can speak of a gender role student culture. Students enrolled in more traditional gender role student cultures reveal less school belonging.
Keywords
CONCEPTUAL CLARITY, ACADEMIC-ACHIEVEMENT, CULTURE, GIRLS, BOYS, MASCULINITY, ENGAGEMENT, MOTIVATION, ATTITUDES, CLIMATE, gender role ideology, hegemonic masculinity, school effects research, sense of school belonging, student culture

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Citation

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Chicago
Huyge, Ellen, Dimitri Van Maele, and Mieke Van Houtte. 2015. “Does Students’ Machismo Fit in School? Clarifying the Implications of Traditional Gender Role Ideology for School Belonging.” Gender and Education 27 (1): 1–18.
APA
Huyge, E., Van Maele, D., & Van Houtte, M. (2015). Does students’ machismo fit in school? Clarifying the implications of traditional gender role ideology for school belonging. GENDER AND EDUCATION, 27(1), 1–18.
Vancouver
1.
Huyge E, Van Maele D, Van Houtte M. Does students’ machismo fit in school? Clarifying the implications of traditional gender role ideology for school belonging. GENDER AND EDUCATION. 2015;27(1):1–18.
MLA
Huyge, Ellen, Dimitri Van Maele, and Mieke Van Houtte. “Does Students’ Machismo Fit in School? Clarifying the Implications of Traditional Gender Role Ideology for School Belonging.” GENDER AND EDUCATION 27.1 (2015): 1–18. Print.
@article{5718166,
  abstract     = {How much students feel at home in school predicts academic outcomes. In view of the gender achievement gap, it is worth examining the gendered pattern of this school belonging. Studies on school belonging, however, have barely acknowledged possible obstructive effects of traditional gender role attitudes of individual students and student cultures. This study examines the relationship between gender role attitudes and a sense of school belonging among a sample of 6380 students from 59 Flemish schools at the start of their secondary education. The results of multilevel analyses indicate that boys show less sense of school belonging than girls, as do students with more traditional beliefs about gender roles. Moreover, student attitudes related to gender roles are strongly shared at the school level, so that we can speak of a gender role student culture. Students enrolled in more traditional gender role student cultures reveal less school belonging.},
  author       = {Huyge, Ellen and Van Maele, Dimitri and Van Houtte, Mieke},
  issn         = {0954-0253},
  journal      = {GENDER AND EDUCATION},
  language     = {eng},
  number       = {1},
  pages        = {1--18},
  title        = {Does students' machismo fit in school? Clarifying the implications of traditional gender role ideology for school belonging},
  url          = {http://dx.doi.org/10.1080/09540253.2014.972921},
  volume       = {27},
  year         = {2015},
}

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