School success, while being reasonably easy to achieve for more able pupils, may mask disturbing gaps in the student's intellectual development. Furthermore, the processes, skills and attitudes that are most likely to promote success within our existing school system could prove detrimental to a pupil's future prospects, with particularly significant implications for those students who conform most closely to the system. This paper examines the case for identifying ‘bright girls’, whose academic ability is rarely questioned, as a high risk group. Proposals are made to address this, with potential benefits for all pupils.
Get full access to this article
View all access options for this article.
References
1.
BarberM. (1994) Young People and their Attitudes to School: Interim Report. Centre for Successful Schools, Keele University.
2.
CohenM. (1998) ‘A habit of healthy idleness’: boys' underachievement in historical perspective, in EpsteinD.Failing Boys? Issues in Gender and Achievement, pp19–34. Open University Press: Buckingham.
3.
CostelloP.J. M. (2000) Thinking Skills and Early Childhood Education. David Fulton Publishers: London.
4.
DweckC. S. (2000) Self-theories: Their Role in Motivation, Personality and Development. Psychology Press, Taylor and Francis: Philadelphia.
5.
ElliottJ. (2001) ‘Women get more firsts at university than men.’ The Sunday Times, 14.01.2001.
6.
ElliottJ.Mervyn JonesM. (2001) ‘Universities switch to no-exam degree courses.’ The Sunday Times, 21.01.2001.
7.
ElwoodJ.GippsC. (1999) Review of Recent Research on the Achievement of Girls in Single-Sex Schools. Institute of Education: University of London.
8.
GallagherA.McKwenA.KnipeD. (1996) Girls and ‘A’ Level Science 1985 to 1995: Report for the Equal Opportunities for Northern Ireland. The Equal Opportunities Commission: Belfast.
9.
HannanD. F.SmythE.McCullaghJ.O'LearyR.McMahonD. (1996) Coeducation and gender equality: exam performance, stress and personal development. Oak Tree Press: Dublin.
10.
HarrisS.NixonJ.RudduckJ. (1993) ‘School work, homework and gender.’ Gender and Education, 5(1):3–15.
11.
Hunt (2003) ‘Gender Specifics.’ The Guardian, 11.02.03.
12.
MacLeodD. (2003) ‘Women degrees ahead of men.’ The Guardian, 08.04.03.
13.
McGuinnessC. (1999) From Thinking Skills to Thinking Classrooms. Research Brief: Research Report No. 115. HMSO: Norwich.
14.
RudduckJ.ChaplainR.WallaceG. (1996) School Improvement: What Can Pupils Tell Us?David Fulton Publishers: London.
15.
SimisterC. J. (2004) ‘To think or not to think. A preliminary investigation into the effects of teaching thinking.’ Improving Schools, 7(3):245–256.
16.
StablesA.StablesS. (1995) ‘Gender differences in students' approaches to A-level subject choices and perceptions of A-level subjects: a study of first-year A-level students in a tertiary college.’ Educational Research, 37(1):39–51.
17.
ThompsonF. (2002) ‘Battle of the sexes that is won by degrees.’ The Guardian, 13.04.02.
