1. How do you change a culture of indifference to a culture of aspiration in all boys, public, secondary education? Megan Froud-Davis

2. Why this question? School Context: All male, state secondary school.
Mixed sex sixth form with local, all female, state secondary school.
Part of a MAT
The school is rated as ‘Good’ in 2016 (though this result was uncertain and is at the top end of SLT’s expectations)
Experiencing increasing challenge from new local schools competing for students. Local students have the choice of two secondary schools and students from Year 10 upwards can leave these schools to join the local UTC.
The increasing challenge has led to new initiatives being implemented, that appear to be quick-fix solutions, without any substantial research as to their viability being undertaken. Many have been adopted and rejected in a very short space of time.
SLT are often explicit about a large cohort of ‘indifferent’ males who are able but lazy and whom have a subversive influence on other students.
Personal Context:
After three years of being a Head of Year, recently appointed as ‘Lead Teacher of Leadership and Ethos’.
Broad job specification, that includes marketing, the Advanced Learner programme, School council, Student Leadership and leading a ‘Lead Teacher Team’.
Given the opportunity to implement any new systems of my choosing and am therefore aware that I want new initiatives to be thoroughly researched before making them whole school policies.

3. Key questions asked What is school culture?
What causes student indifference and how far do masculinist theories contribute?
To what extent do teacher’s relationships with students impact student aspiration?
Is indifference caused by poor motivation and if so are there quantifiable ways of improving student motivation and shifting school culture?

4. Main findings from the literature
1) The most common definition of school culture and one that represents a range of definitions is a ‘holistic entity that evades and influences everyone within a school’ (Prosser, 1999)
2) Masculinist theories permeate all institutions, though the extent and impact is variable.
3) Student motivation is a key consideration for aspiration, with theorists citing indifference as a self-protective strategy, the inability to navigate social discourse, achievement motivation, and the student-teacher relationship as key contributors to student indifference.
4) The theories on student indifference are broad and though there are no fixed solutions there are some agreed methods of increasing aspiration:
Student-teacher relationship.
From behavioural procedures and expectations.
Fostering pride and achievement, both academic and extra-curricular.
Transparent core values and aims.
Equality and inclusivity.
Imaginative thinking about engagement.

5. Research Methods and reasoning
Student consultation in various forms was selected as the most rational and reliable source of why students feel indifferent, despite the accepted limitations. Part 1- Broad Questionnaires -Two mixed ability Year 7 classes -Two mixed ability Year 10 classes -Two mixed ability Year 11 classes - Feedback encompassed a range of views and that the answers were not affected by the school’s teaching and learning legacy (which can be viewed as poor 4-5 years ago). Part 2- Focused Questionnaires -One mixed ability Year 7 class -One mixed ability Year 11 class -Feedback encompassed a range of views. -Questions informed by broad questionnaires. Semi-Structured Student Interviews -Three Year 7 students -Three Year 11 students -interviews were one hour long.

6. Findings from the questionnaires and interviews
Masculinity Theories
The majority of students are content with their education.
The majority of students state that there are students who are indifferent, though none identified themselves as being indifferent.
Masculinist theories on the ‘Macho Lad’ culture were conflicting. Most stated that this concept exists within the school, though positive and negative impacts of this male peer group were cited.
The majority of students felt that there was a degree of pressure to behave in a certain subversive way, though this pressure was easy to resist.
The majority of students identified a masculinised curriculum, though highlighted the developments in Drama, Dance, Music and Art. Whilst some students suggested that the curriculum was driven to competition, aggressive achievement etc, for a large proportion of students this formed the basis of their aspiration at school and felt frustrated at the introduction of a more feminised curriculum.

7. Findings Continued Student-Teacher relationship
All students noted this as a huge determiner in aspiration.
Feelings of academic insecurity were noted as being caused or assuaged by teachers.
Responsibility and Leadership and Motivational Theories
All students noted leadership opportunities, whether academic or extra-curricular as a key determiner of aspiration.
For many students, being recognised and given responsibility transformed their attitude and increased their aspiration.

8. Implications for future study
The student-teacher relationship is key in student aspiration, though finding manageable ways of tracking and measuring this is a challenge.
Leadership responsibilities and rewards are key in student aspiration. Implementing structures to widen the range and accessibility of these opportunities could impact whole school student indifference (Part 3 study aim).