Classroom observation showed that although there was as much diversity of behaviour within gender groups as there was between genders; in general, there were also clear tendencies of difference in the classroom behaviour of boys and girls. More boys than girls were loud and disruptive, and boys tended to monopolize the classroom space. Chapter 3 discussed how the symbolic masculine culture was maintained among boys in the classroom via physical aggression and dominance, verbal aggression and banter (including the use of homophobic and misogynist abuse), and an interest in gender-typed pastimes. Chapter 4 added that many boys tend to construct themselves as 'having a laugh' in the classroom, in order to gain or maintain social status with their peers. Looking at these findings, it seems that, as Salisbury and Jackson (1996), Younger and Warrington (1996), Skelton (1997) and Pickering (1997) have argued, many boys are taking up a particular strategy for constructing their masculinity in the classroom, and that this construction is at odds with the school ethos. Salisbury and Jackson have labelled this particular masculine persona 'macho'. I have opted to use the label 'Iaddish' instead, because machismo tends to evoke physical strength and aggression: this did not always seem part of the construction taken up by, for example, class clowns. Indeed, the disruption and resistance of many of these boys was based on wit and silliness rather than overt aggression. The term 'Iaddish' incorporates both aspects.