Boys’ underachievement in reading, compared to girls, is considered a significant national and international problem. Stereotypical images of boys that have been reinforced in educational policy are being questioned with calls for research that considers “which boys” are struggling and appropriate educational responses. This project will identify how socio-economic background, ethnicity and geographical location are related to performances of masculinities and reading outcomes. Pedagogies specifically challenging gender stereotypes that engage boys in reading are implemented and the effects systematically assessed.


ARC Discovery Early Career Researcher Award – $377,000


2017 – 2020

Chief investigator

Associate Professor Laura Scholes


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