+612 9045 4394
 
CHECKOUT
Reassessing Gender and Achievement : Questioning Contemporary Key Debates - Becky Francis

Reassessing Gender and Achievement

Questioning Contemporary Key Debates

Hardcover

Published: 4th August 2005
Ships: 7 to 10 business days
7 to 10 business days
RRP $631.99
$437.25
31%
OFF
or 4 easy payments of $109.31 with Learn more

"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.

'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

Acknowledgementsp. viii
Introductionp. 1
The nature of 'achievement'p. 2
Our own positionp. 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 bookp. 11
Perspectives on gender and achievementp. 14
Ideological perspectives: the durability of the nature versus nurture debatep. 15
Theories used to explain gendered patterns in achievementp. 19
The construction of gender and achievement in education policyp. 36
Introductionp. 36
Educational policy and achievement across the Western worldp. 37
Policy in Australia, USA and UKp. 38
Boys and schooling in educational discoursesp. 45
The emergence of new discourses on 'boys' underachievement'p. 47
Conclusionsp. 54
Evaluating 'boys' underachievement'p. 55
Gender and achievement in examinationsp. 55
Boys' underachievement: the statisticsp. 72
Explaining gender differences in achievementp. 75
Introductionp. 75
Boys and girls are born with different interests, motivations and abilitiesp. 76
Reaching a conclusion?p. 82
Boys and girls have different learning stylesp. 83
Schools are 'feminised' and this disadvantages boysp. 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 schoolp. 94
Assessment procedures and teaching practices are biased towards girlsp. 96
Assessment and achievementp. 96
Pupils' constructions of gender produce different behaviours which impact on achievementp. 99
What has happened to the girls?p. 103
Introductionp. 103
Girls' changed ambitionsp. 104
'Achieving' girls...p. 107
...And 'underachieving' girlsp. 109
The gendered nature of 'girls' achievement'p. 111
Classroom interaction and girls' experience of co-educationp. 115
The future for boys and girls? (Re)constructions of gender and achievementp. 118
The problematisation of boysp. 118
How do boys present themselves?p. 120
The gender of the 'ideal pupil'p. 123
'Caring masculinity'p. 127
The persistence of misogynyp. 128
The new masculinity?p. 131
Reassessing gender and achievementp. 134
Raising achievement: what 'works in the classroom'?p. 136
Introductionp. 136
Approaches to be discouragedp. 137
Whole school ethosp. 139
Single-sex classroomsp. 140
Mentoringp. 144
Language and literacyp. 146
Socio-cultural approaches to raising achievementp. 149
Final wordsp. 153
Appendix 1p. 155
Appendix 2p. 165
Appendix 3p. 167
Appendix 4p. 169
Notesp. 176
Referencesp. 179
Table of Contents provided by Ingram. All Rights Reserved.

ISBN: 9780415333245
ISBN-10: 0415333245
Audience: Tertiary; University or College
Format: Hardcover
Language: English
Number Of Pages: 208
Published: 4th August 2005
Publisher: Taylor & Francis Ltd
Country of Publication: GB
Dimensions (cm): 23.5 x 15.9  x 1.4
Weight (kg): 0.45
Edition Number: 1