Reassessing Gender and Achievement

Questioning Contemporary Key Debates

By: Becky Francis, Christine Skelton

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Paperback | 4 August 2005 | Edition Number 1

At a Glance

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212 Pages

Dimensions(cm)
23.39 x 15.6 x 1.14

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"Reassessing Gender and Achievement "draws together the findings and arguments from the vast array of material available on this topic, in order to provide a comprehensive and clear overview of the various debates about, and explanations for gender and achievement.
The authors, both well known for their work in this area, will guide the reader through the maze of different theories and thinking by:
* Examining the policy and context for the recent debates on boys' achievement, including the 'moral panic'
* Systematically explaining the various explanations for boys' apparent under-performance, and assessing the evidence in each case
* Exploring the current situation for girls, asking to what extent their achievement and experiences of school have changes
* Discussing the impact of social class and ethnicity on pupils' achievement
* Providing an analysis of pupils' perspectives, particularly in the context of their peer group pressures.
Eschewing any 'quick-fix' solutions for raising boys' achievement, the authors also highlight the continuing problems experienced by girls in terms of achievement and classroom interaction. Teachers, education professionals and students engaged in teacher training will welcome the authors' objective yet critical expertise on this vital issue in schools today.

Industry Reviews

'This book leaves readers with the assertion that a commitment to diminishing gender differences is closely aligned to facilitating achievement for both boys and girls in schools. In this sense, it raises important questions about the processes of degendering and regendering that need to occur in order to address the limits imposed by the remasculinization of schooling that are engendered by the forces of neo-liberalism and their legitimation through educational policy.'

- Wayne Martino, Faculty of Education, The University of Western Ontario,Canada

'Francis and Skelton provide an excellent overview of the various theories and explanatory frameworks that have been mobilized for making sense of gender differences in achievement.'- Wayne Martino, Faculty of Education, The University of Western Ontario,Canada

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Acknowledgements	p. viii
Introduction	p. 1
The nature of 'achievement'	p. 2
Our own position	p. 2
So is there a 'gender gap' that favours girls?	p. 3
Does the gender gap matter?	p. 6
Is equity in achievement possible, or desirable?	p. 10
The structure of the book	p. 11
Perspectives on gender and achievement	p. 14
Ideological perspectives: the durability of the nature versus nurture debate	p. 15
Theories used to explain gendered patterns in achievement	p. 19
The construction of gender and achievement in education policy	p. 36
Introduction	p. 36
Educational policy and achievement across the Western world	p. 37
Policy in Australia, USA and UK	p. 38
Boys and schooling in educational discourses	p. 45
The emergence of new discourses on 'boys' underachievement'	p. 47
Conclusions	p. 54
Evaluating 'boys' underachievement'	p. 55
Gender and achievement in examinations	p. 55
Boys' underachievement: the statistics	p. 72
Explaining gender differences in achievement	p. 75
Introduction	p. 75
Boys and girls are born with different interests, motivations and abilities	p. 76
Reaching a conclusion?	p. 82
Boys and girls have different learning styles	p. 83
Schools are 'feminised' and this disadvantages boys	p. 88
Statistics and the 'feminisation of teaching'	p. 88
Culture and the 'feminisation of teaching'	p. 90
Political usage of the term 'feminisation of teaching'	p. 91
The feminisation of primary schools?	p. 92
'Doing' masculinity in the primary school	p. 94
Assessment procedures and teaching practices are biased towards girls	p. 96
Assessment and achievement	p. 96
Pupils' constructions of gender produce different behaviours which impact on achievement	p. 99
What has happened to the girls?	p. 103
Introduction	p. 103
Girls' changed ambitions	p. 104
'Achieving' girls...	p. 107
...And 'underachieving' girls	p. 109
The gendered nature of 'girls' achievement'	p. 111
Classroom interaction and girls' experience of co-education	p. 115
The future for boys and girls? (Re)constructions of gender and achievement	p. 118
The problematisation of boys	p. 118
How do boys present themselves?	p. 120
The gender of the 'ideal pupil'	p. 123
'Caring masculinity'	p. 127
The persistence of misogyny	p. 128
The new masculinity?	p. 131
Reassessing gender and achievement	p. 134
Raising achievement: what 'works in the classroom'?	p. 136
Introduction	p. 136
Approaches to be discouraged	p. 137
Whole school ethos	p. 139
Single-sex classrooms	p. 140
Mentoring	p. 144
Language and literacy	p. 146
Socio-cultural approaches to raising achievement	p. 149
Final words	p. 153
Appendix 1	p. 155
Appendix 2	p. 165
Appendix 3	p. 167
Appendix 4	p. 169
Notes	p. 176
References	p. 179
Table of Contents provided by Ingram. All Rights Reserved.

Reassessing Gender and Achievement

Questioning Contemporary Key Debates

At a Glance

Paperback

Industry Reviews

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How to return your order

Defective items

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