Challenging current theories about gender and achievement, this book assesses the issues at stake and analyses the policy drives and changing perceptions of gender on which the 'gender and achievement' debates are based.
This new topical book guides the reader through the different theories and approaches, drawing together and reviewing work on gender and educational performance. The authors also highlight the continuing problems experienced by girls in terms of achievement and classroom interaction. The subjects covered 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?'
Teachers, education professionals and students engaged in teacher training will welcome the editors' objective yet critical expertise.
'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