Adolescents’ social perceptions of academically high performing students: a country and gender comparative study

Oh, H., Sutherland, M. , Stack, N., del Mar Badia Martín, M., Blumen, S., Nguyen, Q. A.-T., Wormald, C., Maakrun, J. and Ziegler, A. (2020) Adolescents’ social perceptions of academically high performing students: a country and gender comparative study. Compare: A Journal of Comparative and International Education, 50(6), pp. 809-826. (doi: 10.1080/03057925.2018.1561246)

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Abstract

One cohort that has not been given extended attention in the period during which transition takes place is academically high-performing students. This research study uniquely synthesises some of these key factors by investigating how students in mixed-ability, seventh-grade classrooms across Australia, Peru, Scotland, South Korea, Spain and Vietnam regard a hypothetical, academically able peer. The fictitious student’s intellectual ability, positive social traits and popularity varied across the six countries involved in this study, and were observed according to the gender of the perceiver. More specifically, the perceived popularity of a high-performing boy or girl was reported differently among the country groups. In Scotland, for example, the authors uncovered a potential risk to female social status arising from peer reactions to her academic achievement. Yet in Vietnam, female study participants maintained a positive perception of both hypothetical students, regardless of gender. The results of this study are discussed herein.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Stack, Professor Niamh and Sutherland, Professor Margaret
Authors: Oh, H., Sutherland, M., Stack, N., del Mar Badia Martín, M., Blumen, S., Nguyen, Q. A.-T., Wormald, C., Maakrun, J., and Ziegler, A.
College/School:College of Science and Engineering > School of Psychology
College of Social Sciences > School of Education > Social Justice Place and Lifelong Education
College of Social Sciences > School of Education > Creativity Culture and Faith
College of Social Sciences > School of Education > Pedagogy Policy and Practice
Journal Name:Compare: A Journal of Comparative and International Education
Publisher:Taylor & Francis
ISSN:0305-7925
ISSN (Online):1469-3623
Published Online:28 January 2019
Copyright Holders:Copyright © 2019 British Association for International and Comparative Education
First Published:First published in Compare: A Journal of Comparative and International Education 50(6): 809-826
Publisher Policy:Reproduced in accordance with the copyright policy of the publisher

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