This title addresses the tension between high achievement and popularity in secondary schools, exploring the sociological impact of this in the lives of young people. How do some students manage to excel in their studies and be popular while other high achievers are treated as social outcasts? This lively and accessible text looks at the relationships between gender, race and social class, and attainment and popularity, for high achieving pupils. The internationally renowned authors present a lucid theoretical framework that reflects the complexity of these issues, placing them within the broader context of the policies which cause and constrain particular behaviours among teachers and pupils. The authors draw together empirical data, bringing the realities of young people to life and presenting the lessons that can be learnt to enhance the educational achievement of all students. Issues covered include: the social consequences for the 'too hardworking'; the tension between high achievement and popularity; and, the classroom practices adopted by pupils accomplishing popularity and high achievement. This is an engaging text for advanced undergraduate and postgraduate students exploring the debates on identity and achievement.

Addresses the tension between high achievement and popularity in secondary schools, exploring the sociological impact of this in the lives of young people.

About the Author
Christine Skelton is Professor of Gender Equality in Education at University of Birmingham, UK. Barbara Read is Senior Lecturer at the Department of Education, Roehampton University, UK. Becky Francis is Director of Education at the Royal Society for the Encouragement of Arts, Manufactures and Commerce (RSA), UK, and Visiting Professor at King's College London, UK, and Roehampton University, UK.

Reviews
Winner of the Society for Educational Studies Annual Book Prize 2013 * The Society for Educational Studies *
'Written by leading researchers in the field of gender and education, this excellent book draws upon a wealth of sources, including rich and fascinating data from the authors' recent research, to explore how high achieving pupils construct and negotiate their identities. Its accessible style, nuanced arguments and relevance for practice make it invaluable for researchers, students, teachers and policy makers.' Carolyn Jackson, Senior Lecturer in the Department of Educational Research, Lancaster University, UK
'Given current obsessions with school achievement, The Identities and Practices of High Achieving Pupils makes compelling reading. In providing a much needed sociological study of high achieving students and sociability, this wonderfully theorised book troubles the notion of 'achievement', challenges many of the assumptions relating to gender and achievement, and provokes questions about the very purposes of schooling. The richness of the student voices, the nuanced analyses of these voices and the attention given to the practical implications of the research will ensure that this book appeals to a wide-ranging audience.' Martin Mills, Professor of Education, University of Queensland, Australia
'This important and illuminating book will be invaluable to anyone working with high-attaining students. The elucidation of the complexities of these students' social worlds, and of how they balance social acceptance with educational attainment, makes for fascinating reading.' Carrie Paechter, Professor of Education, Goldsmiths College, University of London, UK


Awards
Winner of Society for Educational Studies Annual Book Prize 2013 (UK).



Book Information
ISBN 9781441121561
Author Professor Becky Francis
Format Paperback
Page Count 216
Imprint Continuum Publishing Corporation
Publisher Continuum Publishing Corporation
Weight(grams) 374g