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ERIC Number: EJ888705
Record Type: Journal
Publication Date: 2010-May
Pages: 12
Abstractor: As Provided
Reference Count: 68
ISBN: N/A
ISSN: ISSN-0013-1911
Gender and Achievement: Are Girls the "Success Stories" of Restructured Education Systems?
Skelton, Christine
Educational Review, v62 n2 p131-142 May 2010
There is a popular perception that girls' academic success means that they have taken up the kinds of gender performances in the classroom previously associated with boys. However, research into classrooms show that, amongst even the highest achieving pupils, girls are anxious about doing well and concerned about their relationships with other pupils. This paper offers an explanation as to how gendered classroom expectations and performances of girls have been translated from "failure" to "victory" without any actual change in behaviours. The explanation for this is located in education policy and gender theory but the discussion here focuses attention on the implications of these for schools, classroom practices and teachers. The reason for doing so is a concern that feminist writing should engage more closely with the daily lives of teachers. (Contains 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A