Title: Beyond the ‘boy crisis’: Reframing gender performativity in Belgian classrooms
Author: Marjolein Vanmaercke
Year: 2024
Keywords: Gender performativity, boy crisis, education and gender, Belgian classrooms, gender norms, masculinity in education, feminization of education, pedagogy and gender
Theme: Gender
Advisor(s): Kasira Cheeppensook
The full thesis available here.
Abstract: This thesis challenges the dominant discourse surrounding the so-called "boy crisis" in education by critically examining gender performativity in Belgian classrooms. Rather than accepting the narrative that boys are inherently disadvantaged in contemporary schooling, this study interrogates how gender is constructed and performed within educational settings. Drawing on Judith Butler’s theory of performativity, the research explores how teachers, curricula, and peer interactions contribute to the reinforcement or subversion of traditional gender norms. Using qualitative methods, including classroom observations and interviews with educators and students, the study highlights the ways in which gendered expectations shape students' educational experiences and outcomes. The findings suggest that the framing of the “boy crisis” oversimplifies the complex dynamics of gender and education, often reinforcing binary understandings that obscure broader issues of inequality. By shifting the focus from deficit-based narratives to the performative nature of gender, this research advocates for more inclusive and nuanced pedagogical approaches that challenge rigid gender norms and foster equitable learning environments for all students
