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The Role of the Boffin as Abject other in Gendered Performances of School Achievement

The gendered subjectivities of high achieving school pupils are examined, demonstrating the uneasy relationship between high educational achievement and peer popularity. Drawing on data from a study involving classroom observation and interviews with 71 high-achieving pupils across nine secondary schools in England, the article focuses on the gendered construction of The Boffin. Judith Butler's work, and Hannah Arendt's conception of pariahs and parvenus, are applied to analyse The Boffin as pariah, and as ‘queer’ in the classroom. The article explores the ways in which this construction is gendered, and the consequences of its application for girls and boys. It is argued that application of this stigmatised term functioned as a powerful deterrent to ‘excessive’ performances of achievement, for all pupils. But the risks are particularly acute for boys, to whom the ‘naming’ of Boffin appeared more readily applied, and for whom marginalization as Boffin appears especially perilous (risking particularly pernicious forms of punishment at the hands of other boys).