Associate Professor Laura Scholes - Institute for Learning Sciences & Teacher Education (Faculty of Education and Arts)
Fully accredited supervisor - Can supervise as principal supervisor
Laura Scholes is an Associate Professor researching gender and literacy at the Institute for Learning Sciences and Teacher Education, Australian Catholic University, Brisbane. Associate Professor Scholes is also a Principal Fellow of the Australian Research Council researching how to challenge masculinities associated with boys' failure in reading. She was awarded a prestigious 3-year Discovery Early Career Research Award (DECRA) in 2017 (DE 170100990). As part of this program of research she is implementing mixed methods to identify the multiplicity of influences on boys' masculine reading identities and pedagogies to improve marginalized boys' reading outcomes.
In addition to her DECRA research she also recently worked on a research project examining boys' and girls' experiences reading in science classrooms and the influence of reading pedagogies on science identities. Associate Professor Scholes has produced over 80 scholarly works including her sole-authored 2018 monograph by Routledge, Boys, masculinities and reading: Gender identity and literacy as social practice. She has published research in journals that include the Journal of Research in Reading, Teaching and Teacher Education, British Journal of Sociology of Education, Critical Studies in Education, and Gender and Education.
Associate Professor Scholes serves on the Editorial Board of the Australian Journal of Language and Literacy and is completing a three-year international research leadership role as Co-President, American Educational Research Association (AERA), Bourdieu in Educational Research SIG, USA (2020-2023). She also maintains a strong public research voice for literacy research through radio, news media and social media.
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- Challenging masculinities associated with boys' failure in reading (Funded Grant) (Chief Investigator)
Popular girls aren't into reading: Reading as a site for working-class girls' gender and class identity work, in Critical Studies in Education
Differences in attitudes towards reading and other school-related activities among boys and girls , in Journal of Research in Reading
Working-class boys' relationships with reading: Contextual systems that support working-class boys' engagement with, and enjoyment of, reading , in Gender and Education, 31(3), 344-361
Books are boring! Books are fun! Boys' polarized perspectives on reading, in Boyhood Studies: An Interdisciplinary Journal, (11), 77-98
Boys, masculinities and reading: Let's talk about multiple masculinities and which boys are failing, in American Educational Research Association Annual Meeting
Clandestine readers: Boys' and girls' descriptions of going 'undercover', in British Journal of Sociology of Education, 36(3), 359-374