Recently, research into gender differences in achievement has mainly concentrated on the underperformance of boys in comparison with girls. Qualitative research in particular points to the importance of the gender-specific cultures adolescents experience. The purpose of this article is to test quantitatively the explanatory value of academic culture with respect to the stated gender differences in achievement. Use is made of data of 3760 pupils in the third and the fourth year of secondary education in a sample of 34 schools (...) in Flanders (Belgium). A distinction is made between general schools preparing students for higher education and schools offering technical and vocational education. It is demonstrated that boys' culture is less study oriented than girls' culture and that this difference can be held responsible for the gender differences in achievement, at least in general schools. In technical/vocational schools, boys seem to oppose the study culture. (shrink)

Men Engaging Feminisms is about men's responses to feminist reforms in schooling. These have become closely intertwined with the 'what about the boys?' backlash. This and other forms of backlash are deconstructed. Written by two men from a profeminist perspective, Men Engaging Feminisms seeks to open up a dialogue about schooling and changing gender relations and changing gender order while also desiring to contribute to a more equal gender order in the future.

This paper reports a research project developed in partnership with the Principal and Leadership Team of an Australian secondary school. It monitored a school-based initiative designed to address the underachievement of male students. Students in Year 9 selected single-gender or coeducational classes in mathematics and English during the second half of a school year. Student scores in standardized tests and school-based assessment in these subjects were obtained before and after the establishment of the initiative. Results indicate no significant difference in (...) mathematics achievement that can be attributed to gender or class composition. However, scores in school-based English improved for students in single-gender classes. Improvement for girls in single-gender classes was greater than that for boys in single-gender classes. (shrink)

This paper reports a research project developed in partnership with the Principal and Leadership Team of an Australian secondary school. It monitored a school-based initiative designed to address the underachievement of male students. Students in Year 9 selected single-gender or coeducational classes in mathematics and English during the second half of a school year. Student scores in standardized tests and school-based assessment in these subjects were obtained before and after the establishment of the initiative. Results indicate no significant difference in (...) mathematics achievement that can be attributed to gender or class composition. However, scores in school-based English improved for students in single-gender classes. Improvement for girls in single-gender classes was greater than that for boys in single-gender classes. (shrink)

This paper reports a research project developed in partnership with the Principal and Leadership Team of an Australian secondary school. It monitored a school-based initiative designed to address the underachievement of male students. Students in Year 9 selected single-gender or coeducational classes in mathematics and English during the second half of a school year. Student scores in standardized tests and school-based assessment in these subjects were obtained before and after the establishment of the initiative. Results indicate no significant difference in (...) mathematics achievement that can be attributed to gender or class composition. However, scores in school-based English improved for students in single-gender classes. Improvement for girls in single-gender classes was greater than that for boys in single-gender classes. (shrink)