Role model, hero or champion? Children's views concerning role models

Bricheno, Patricia; Thornton, Mary

doi:10.1080/00131880701717230

Cited by 94 publications

(79 citation statements)

References 6 publications

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“…Here, Bricheno and Thornton's (2007) notion of a role model being followed or looked up to does not quite emulate these behaviours. This challenges the notion of males only being the role models; indeed, as Brownhill (2010) posits, both genders could be considered to be role models (9) … as long as they can model both 'natural' masculine and feminine traits (12).…”

Section: Findings and Discussionmentioning

confidence: 99%

Why are there still so few men within Early Years in primary schools: views from male trainee teachers and male leaders?

Mistry

Sood

2013

Education 3-13

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Section: Findings and Discussionmentioning

confidence: 99%

Why are there still so few men within Early Years in primary schools: views from male trainee teachers and male leaders?

Mistry

Sood

2013

Education 3-13

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“…Gauntlett (2002, p. 214-215) While the importance of role models is generally recognized, their defining characteristics and how they influence education and career choices is still unclear. Analysis of scientific literature reveals that research findings vary: some suggest celebrities are most likely while others have found that family members and friends are still most influential (Bricheno & Thornton, 2007). In higher education, the impact of role models on medical students has been explored (Wright, Wong & Newill, 1997).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

English for Academic Purposes for the Construction of Students’ Scientific Identity

Zaščerinska

Andreeva

Zaščerinskis

et al. 2016

IJ21CE

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Modern Europe is considered within such three strategic priorities (Moedas, 2015) as Open Innovation, Open Science, and Openness to the World. These three strategic priorities put a particular emphasis on the construction of students' scientific identity. The guiding research question is as follows: What is the relationship between students' scientific identity and English for Academic Purposes? Therefore, the aim of the present research is to analyse the scientific literature on the relationship between students' scientific identity and English for Academic Purposes underpinning elaboration of a new research question for further studies. The theoretical framing herein will discuss the construction of scientific identity via academic language. The meaning of such key concepts as scientific identity and role models is studied. Moreover, the study demonstrates how the key concepts are related to the idea of English for Academic Purposes. The study demonstrates a logical chain: scientific identity → English for Academic Purposes → role models → an empirical study within a multicultural environment → conclusions. Research methods include theoretical and empirical methods. Theoretical methods comprise analysis of theoretical sources and theoretical modelling. In the empirical study, explorative study was employed. Interpretative research paradigm was used. The empirical study carried out in August 2015 involved 22 engineering students at Tallinn University of Technology, Estonia. The results of the empirical study show that engineering students' self-evaluation is of the low level. The findings of the research allow drawing the conclusion that use of role models in English for Academic Purposes is an opportunity for the construction of students' scientific identity. The novel contribution of the paper is revealed in the newly formulated research question. Directions of further research are proposed.

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“…While educational settings are undoubtedly significant in the formation of masculinity and act as authority structures in sanctioning specific ways of being male (Connell 1989), the focus on solutions to the problem of 'underachievement', without questioning the nature of the problem itself, means that many of the underlying structures of 'difference' are not addressed (Cobbett and Younger 2012). Some academic commentators have highlighted the significance of the intersections of gender with class and ethnicity in understanding resistance, negotiation and a range of social practices (Frosh et al 2002;Bricheno and Thornton 2007). Further, factors other than gender impact on constructions of subjectivity available to male teachers (Francis 2008).…”

Section: The Complexity Of Boys' Educational 'Underachievement'mentioning

confidence: 99%

“…Within socialisation theory, it is assumed that there are two natural but separate genders based on biological sex (Hicks 2008) and that the child learns to acquire the 'correct' role by imitating their parents. This approach, which emerged in the 1950s and was (someone who is admired, inspirational -imitated and aspired to, but often unrealistically) or a 'champion' (a person who helps and stands up for someone and who is looked up to and respected) (Bricheno and Thornton 2007).…”

Section: Theorising the 'Male Role Model' Discoursementioning

confidence: 99%

Are Male Role Models Really the Solution?

et al. 2015

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Policy, Leeds, LS2 9JT. UK. a.tarrant@leeds.ac.uk Anna is currently a Leverhulme Trust Early Career Fellow at the University of Leeds and is exploring men's care trajectories in low-income localities. Prior to this she has worked on a number of research projects that have developed her research expertise in men and masculinities, grandparenting, and informal care and family practices. She has published articles in Sociology and Social & Cultural Geography about her research on contemporary grandfathering and has edited a small collection about ageing masculinities, published in collaboration with the Centre for Ageing and Biographical Studies (Open University) and the Centre for Policy on Ageing (CPA). Gareth TerryUniversity of the West of England, Frenchay Campus, Coldharbour Lane Bristol, BS16 1QY, United Kingdom, gareth.terry@gmail.com. literatures that explore the 'male role model' response to the 'problem of boys', predominantly in education and in welfare settings, reveals that contemporary policy solutions continue to be premised on outdated theoretical foundations that reflect simplistic understandings of gender and gender relations. In this paper we advocate policy solutions that acknowledge the complexity and diversity of boys' and young men's experiences and that do not simplistically reduce their problems to a 'crisis in masculinity'.

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Role model, hero or champion? Children's views concerning role models

Abstract: Original article can be found at: http://www.informaworld.com/smpp/title~content=t713699076 Copyright Informa / Taylor and Francis Group. DOI: 10.1080/0013188070171723

Cited by 94 publications

References 6 publications

Why are there still so few men within Early Years in primary schools: views from male trainee teachers and male leaders?

Why are there still so few men within Early Years in primary schools: views from male trainee teachers and male leaders?

English for Academic Purposes for the Construction of Students’ Scientific Identity

Are Male Role Models Really the Solution?

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