Investigating the patterns of differential attainment of boys and girls at school (Updated)

This digest found in

Gender
Science
English
Mathematics

Authors

Gorard, S., Rees, G. and Salisbury, J., University of Cardiff

Publisher

British Educational Research Journal, Vol. 27, No. 2, 2001, pp.125-139

Introduction

Boys' underachievement - have we got it wrong?

Are boys really not making the grade? Is the frequently reported view of the increasing gender 'gap' in schools an accurate one? This large-scale study examines the results of public examinations in Wales over a six year period, at every level. The study highlights the need for closely detailed analysis of pupils’ performance. It finds there are few significant differences between the attainment of boys and girls in mathematics and the sciences. In other subjects, although there is little difference at the lowest level of any assessment, the gap in attainment between boys and girls becomes wider with every grade or level.

The authors suggest that the 'problem' is not one of low achieving boys but rather one facing mid to high attaining boys. They conclude that 'various policies, strategies and action research programmes have been designed to ameliorate a situation in British education which may not in fact exist' and that now research is needed to identify what is creating the phenomenon.

Keywords:
United Kingdom; Wales; primary schools; secondary schools; science; mathematics; English; GCSE; A Level; boys; girls; gender; achievement; attainment; assessment; students; pupils; examination results; sex differences

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What is meant by the gender gap? What were the authors trying to find out? What did the researchers discover? Making sense of it all What were the detailed findings for mathematics? What were the findings for science? What were the findings for English? What were the findings for other subjects? What does this mean to you, as a parent, practitioner or governor? How to calculate Entry and Achievement Gaps Implications Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Investigating the patterns of differential attainment of boys and girls at school (Updated) This digest found in Gender Science English Mathematics Send to a friend Word doc 80KB Printer friendly Collate for later Authors Gorard, S., Rees, G. and Salisbury, J., University of Cardiff Publisher British Educational Research Journal, Vol. 27, No. 2, 2001, pp.125-139 Introduction Boys' underachievement - have we got it wrong? Are boys really not making the grade? Is the frequently reported view of the increasing gender 'gap' in schools an accurate one? This large-scale study examines the results of public examinations in Wales over a six year period, at every level. The study highlights the need for closely detailed analysis of pupils’ performance. It finds there are few significant differences between the attainment of boys and girls in mathematics and the sciences. In other subjects, although there is little difference at the lowest level of any assessment, the gap in attainment between boys and girls becomes wider with every grade or level. The authors suggest that the 'problem' is not one of low achieving boys but rather one facing mid to high attaining boys. They conclude that 'various policies, strategies and action research programmes have been designed to ameliorate a situation in British education which may not in fact exist' and that now research is needed to identify what is creating the phenomenon. Keywords: United Kingdom; Wales; primary schools; secondary schools; science; mathematics; English; GCSE; A Level; boys; girls; gender; achievement; attainment; assessment; students; pupils; examination results; sex differences