The findings of the study were based on quantitative surveys of a representative cross-section of schools in Barbados, coupled with intensive case studies of classroom activities in Trinidad. Results of the Barbados survey confirmed that females tend on average to do better than boys in every subject and are more likely to stay on at school. Female dominance was not, however, consistent across the board, less still at secondary level. In high performing or 'prestige' schools and low performing schools alike, little difference in levels of attainment was found between boys and girls by subject.

At higher school year levels, the gender/attainment gap became less evident, explained by a selective premium on academic ability amongst those males who remain at secondary school. Other findings emphasised that family situations matter. Children from families with both parents present did better at school that those without, as did children from households with a father present. Attainment was also related to the occupations of a child's father and mother. Children who formerly attended pre-school did better in later schooling than those who did not and girls were more likely to attend pre-school.

The Trinidad analysis highlights three broad categories of activity that can affect attainment, viz. actions by teachers, actions by pupils and classroom management strategies. In terms of actions by teachers, distinct pupil preferences emerged. Teachers proved less likely to notice and punish misbehaviour in class among girls than boys, but were likely to single out girls to answer questions in class more often than boys, to give more positive feedback to girls and raise their expectations. As to behaviours of children in school, boys with low levels of attainment developed strategies to remove themselves from classroom interactions. Girls developed support groups of their own. The school lives of boys and girls became mutually exclusive and antagonism between boys and girls was a common outcome.

In respect of classroom management, the traditional and didactic teaching methods that prevail in Trinidad did not foster co-operative learning or a spirit of willingness to share knowledge. Class seating plans were sexually segregated, except when a 'naughty' boy was made to sit next to a girl. When high-attaining girls were given authority as prefects, they often found themselves pitted against low-achieving males with no sense of involvement. Boy-girl conflict was most likely at times when teachers left classes unattended; rarely did they leave work assignments in their absence.

Policy lessons standing out from these findings were that children who do well at school are likely to succeed in all subject areas, and these children often come from homes that have a father present and support education. It also emerged that no simple factors (gendered or otherwise) explain low attainment. Furthermore:

• no simple measures will enhance attainment among low-achieving groups
• children who do badly (boys and girls alike) tend to have poor social skills
• didactic teaching methods curb participation and exclude low attainers.

Contributor(s): Peter Kutnick

Further information:
Peter Kutnick
Education Research Centre
School of Education
University of Brighton
Brighton BN1 9PH
UK

Tel: +44 (0)1273 643517
Fax: +44 (0)1273 643453
Email: p.kutnick@bton.ac.uk