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Lookup NU author(s): Professor Liz ToddORCiD
Concern throughout the 1980’s and part of the 1990’s about the underachievement of girls has very dramatically changed its focus in the last 10 years to the underachievement of boys. Data now shows lower percentages of boys attaining particular grades in comparison with girls. However, there is some concern about the simplistic view that ‘boys are underachieving’, implying that there are no longer problems, or issues, in the achievement of girls. Two research projects looking at writing were chosen as a vehicle to investigate the theoretical and practical significance of gender research. One analysed children’s writing for gender differences in form and content. The other asked teachers to write comments evaluating children’s writing for form and content, then looked at whether the nature of the comments seemed to be dependent upon the gender of the child. The projects found some, but limited, gender differences and also gender similarities. It argued that a research focus on gender as a variable only serves to reaffirm differential gendered behaviour, and may obscure the complexities in behaviour and attitudes, and the interaction of behaviour with other societal influences such as cultural capital, and other aspects of cultural identity. Implications for the classroom are discussed. The authors argued that future gender research and future practice in classrooms should recognise a variety of gender identities – of masculinities and femininities – and should not constantly use a simplistic male / female dichotomy. One way of doing this would be to focus on the perspectives of children themselves as gendered identities - as a way of looking at complexities.
Author(s): Todd L, Clarke L
Publication type: Article
Publication status: Published
Journal: Teachers and Curriculum
Year: 2001
Volume: 5
Pages: 19-24
Print publication date: 01/01/2001
Date deposited: 30/10/2008
ISSN (print): 1174-2208
Publisher: University of Waikato, NZ
URL: https://education.waikato.ac.nz/research/journal/index.php?id=7
