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The fields of science and literacy education continue to be shaped by pervasive gender inequality. Previous research has documented how the formation of a ‘science identity’ is contingent on access to science capital while research in literacy education continues to highlight how boys struggle in their literacy acquisition. Despite a robust scholarship on gendered literacy practices and gender in STEM subjects, to date, there has been little investigation of the relationships between boys’ science identity/ies and their literacy practices. We draw on a case study of 24 middle school boys living and learning in two different regions (e.g. metropolitan, rural) where we focus on how boys conceive of themselves as learners in two curriculum areas: science and literacy. Bridging multiple areas of scholarship (e.g., science literacy, science identity, boys in schooling), we concentrate on the participants’  self-belief in science  and  self-belief as readers  and consider the way they inform each other in reference to place. The implications of our study concern how the  science literate boy  comes to be in reference to the construction of discursive performances of science masculinities and how they are maintained alongside literate identities.

Boys, science and literacy: place-based masculinities, reading practices and the ‘science literate boy’