Reassessing Gender and Achievement: Questioning Contemporary Key Debates
Governments and the media around the world continue to find boys' underachievement in education a fruitful topic for debate. Challenging current theories about gender and achievement this book provides a comprehensive overview of the issues at stake, and develops analysis of the policy drives and changing perceptions of gender on which the 'gender and achievement' debates are based. This new and topical book will guide the reader through the maze of different theories and thinking, drawing together and reviewing the work on gender and educational performance, and outlining the various theories and viewpoints. The authors also highlight the continuing problems experienced by girls in terms of achievement and classroom interaction. Chapters in this detailed work include: - Perspectives on gender and achievement - The construction of gender and achievement in education policy - Evaluating 'boys' underachievement - The future for boys and girls? - Raising achievement: What works in the classroom? will welcome the objective yet critical expertise from the authors on this issue, who are both editors of the international journal Gender and Education.
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Perspectives on gender and achievement
The construction of gender and achievement
Evaluating boys underachievement
Explaining gender differences in achievement
Schools are feminised and this disadvantages boys
What has happened to the girls?
The future for boys and girls? ReConstructions
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academic approaches argued arguments Arnot Asian assessment biological boys and girls Boys Girls Total brain difference cent Chapter classroom concerns Connolly constructions of gender constructions of masculinity culture curriculum debate DfES discourses discussion dominant educational policy evidence evolutionary psychology example exams explanations female feminine feminism feminist focus GCSE GCSE/GNVQ gender and achievement gender differences gender gap gender identities gendered behaviour girls and boys Hence Hoff Sommers impact individual inequalities interaction issues Key Stage laddish learning styles literacy LO LO Lucey male Martino mathematics men's rights ment middle-class neo-liberal notion OECD particularly performance perspectives position poststructuralism poststructuralist primary school problem boys pupils reading Reay recognised reflect relation role seen single-sex Skelton social class social constructionist stereotypes strategies studies subjects teachers teaching tend theories tion underachievement Walkerdine Warrington Warrington and Younger White women working-class