This article argues for the need to consider the gender dimension in discussions of inclusion, because of the prevalence and complexity of gender differences in education and beyond, and the interactions between gender differences and other sources of social inequality, such as social class background and ethnicity. Drawing on research carried out by the authors on gender differences in school education in Scotland, as well as on the findings of other research, the article demonstrates the complexity of gender differences in school education: at different stages, across the curriculum and in learning and behaviour support. It highlights the interaction between gender, social class background and ethnicity, demonstrating that social class is a greater source of inequality than gender in school attainment, and that gender and social class differences are further complicated by ethnic background. It describes continuing disadvantages for females in education and beyond, discusses factors related to gender differences and explores shifts in young people's views on work and family roles. The article concludes that more research is needed on the interactions between gender and other sources of inequality and that policy makers and practitioners need to take account of the ‘gender jigsaw’ rather than the ‘gender gap’.
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