'Spice Girls', 'Nice Girls', 'Girlies', and 'Tomboys': Gender discourses, girls' cultures and femininities in the primary classroom

Abstract The past decade has seen a growing political and academic concern with boys' underachievement. Drawing on the case study of a London primary classroom, this article argues that contemporary gendered power relations are more complicated and contradictory than the new orthodoxy that girls are doing better than boys suggests. The girls in this case study took up very varied positions in relation to traditional femininities. Yet, despite widely differentiated practices, all the girls at various times acted in ways which bolstered boys' power at the expense of their own. While peer group discourses constructed girls as harder working, more mature and more socially skilled, still the boys and a significant number of the girls adhered to the view that it is better being a boy. The article concludes that in this particular primary school, girls and boys still learned many of the old lessons of gender relations which work against gender equity.