Reassessing Gender and Achievement

Francis, Becky; Skelton, Christine

doi:10.4324/9780203412923

Cited by 266 publications

(129 citation statements)

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“…The gender debate centres largely on the underachievement of boys and has provoked considerable media and policy attention and is increasingly identified as an international issue (see, for example Francis 1999;Francis and Skelton 2005;OECD 2007). However, the gender focus has also been contested (see for example, Epstein et al 1998;Gorard et al 1999;Connolly 2006aConnolly , 2006b as analysts have questioned the validity of the focus on gender in educational attainment, arguing that factors such as 'race' and social class have a stronger impact on educational attainment than does gender (Archer and Francis 2007).…”

Section: Educational Attainmentmentioning

confidence: 99%

Too Much of a Good Thing? Gender, ‘Concerted Cultivation’ and Unequal Achievement in Primary Education

2011

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It is well established that cultural and economic resources imparted to children vary significantly by social class. Literature on concerted cultivation has highlighted the way out-of-school activities can reproduce social inequalities in the classroom. Within this literature however, little attention has been given to the role of gender in concerted cultivation. In this paper, we use data from the first wave of the Growing Up in Ireland longitudinal study to consider how both social class and gender influence the out-ofschool activities of children. Moreover, we examine how out-of-school activities, class and gender impact on children's school engagement and academic achievement. We find that while childrearing logics tend to operate within social class categories, there is an additional cultural aspect of gender in the uptake of different types of out-of-school activities. Our findings suggest the need to move beyond explanations of concerted cultivation to explain gender differences in mathematics and reading attainment.

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Section: Educational Attainmentmentioning

confidence: 99%

Too Much of a Good Thing? Gender, ‘Concerted Cultivation’ and Unequal Achievement in Primary Education

2011

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“…On the issue of the influence of gender on academic achievement and self-concept, Francis and Skelton (2005) explain that how students are encouraged or discouraged in school subjects may be based on learning opportunities. Male students tend to receive more encouragement in sciences while females are nurtured more in arts.…”

Section: Review Of Related Studiesmentioning

confidence: 99%

“…Stereotype becomes a problem when forces in schools and the society limit the academic potential of either male or female. According to Francis and Skelton (2005) and Wessel (2005), gender stereotypic views create negative influence on children in their choice of career decision, and females are less likely to study engineering and computer sciences than males. Therefore, there are some indications that gender stereotype can influence individuals' academic perceptions and achievement.…”

Section: Introductionmentioning

confidence: 99%

Impact of Gender Stereotype on Secondary School Students’ Self-Concept and Academic Achievement

2015

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The aim of the study was to investigate the influence of gender stereotype as a predictor of secondary school students' selfconcept and academic achievement. The study was guided by four purposes, four research questions, and four hypotheses. The study adopted ex post facto design. The research sample was drawn from eight government/public senior secondary schools in Udi education zone. Nine schools were randomly selected from the 227 schools. A total of 342 senior secondary II school (SSII) students made up the sample of the study. A 20-item students' stereotype self-concept questionnaire (SSSCQ) was adapted from Marsh's Self Descriptive Questionnaire II (SDQII), and a 10-item students' mathematics achievement test (SMAT) was developed by the researchers after reviewing related literature. This was done with the help of experts in the areas. The instruments were face and content validated and used for the collection of data. In analyzing the data, mean and standard deviation were used in answering the research questions while a t test was used in testing the four hypotheses. The findings of the study indicate that gender stereotype has significant influence on students' self-concept and academic achievement in favor of the male students. On the other hand, school location has significant influence on academic achievement of students but has no significant influence on students' self-concept.Keywords self-concept, gender, gender stereotype, academic achievement 2 SAGE Open is associated with the development of beliefs concerning the traits supposedly possessed by most members of a society. It is an exaggerated belief that members of a group have certain traits that are peculiar to them. This implies that the impact of stereotype tends to change the individual's perception of reality over a period of time. Stereotypes are widely held beliefs about the character and behavior of all members of a group. Stereotyping is the perception, clarification, and assessment of social objects (events) on the basis of specific notion (Ramalingam, 2006). A stereotype is a rigid, simplistic caricature of a particular group of people, which in one way or the other can affect individuals by limiting them on their academic achievement (Kauchak & Eggen, 2011). From this evidence, it is possible that stereotype might limit children from pursuing their career choices. Stereotype becomes a problem when forces in schools and the society limit the academic potential of either male or female. According to Francis and Skelton (2005) and Wessel (2005), gender stereotypic views create negative influence on children in their choice of career decision, and females are less likely to study engineering and computer sciences than males. Therefore, there are some indications that gender stereotype can influence individuals' academic perceptions and achievement.Ryan and Adams (1999) developed a general model called the "family school relationship" (FSR). They proposed that those features of the child or family that have the most immediate co...

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“…This assumption has been joined by the prevalent concern over boys' underachievement and has led to a call by some politicians for more male teachers to act as 'role models' for boys as a means to improve attainment, a call which has been criticised for its essentialist approach to gender and its disregard of the complex intersectional effects of 'race', class and gender upon school success (Francis and Skelton, 2005;Younger, Warrington and McLellan, 2005). Thus, the focus on gender was considered important as a means to understand the (predominantly 13 female) students' views on the likely impact upon recruitment procedures of policy-level concerns over the 'lack' of male teachers within primary teaching (Dermott, 2011).…”

Section: The Studymentioning

confidence: 99%

Theorising Inequality: Two-Dimensional Participatory Justice and Higher Education Research

Morrison¹

2015

Theory and Method in Higher Education Research

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This chapter discusses how Nancy Fraser's theory of two-dimensional participatory justice may be employed in research concerned with inequalities within higher education. The main concepts of Fraser's theory are discussed and evaluated in the light of the critical attention they have attracted. Following that, I demonstrate the empirical application of Fraser's ideas through discussion of extracts of data from a recent small-scale investigation undertaken within a UK-based higher education institution. Finally, I conclude by discussing the strengths of Fraser's concepts with some indications for future research.

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Reassessing Gender and Achievement

Cited by 266 publications

References 0 publications

Too Much of a Good Thing? Gender, ‘Concerted Cultivation’ and Unequal Achievement in Primary Education

Too Much of a Good Thing? Gender, ‘Concerted Cultivation’ and Unequal Achievement in Primary Education

Impact of Gender Stereotype on Secondary School Students’ Self-Concept and Academic Achievement

Theorising Inequality: Two-Dimensional Participatory Justice and Higher Education Research

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