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Reassessing Gender and Achievement: Questioning Contemporary Key Debates


reviewed by David Bills 2006

coverTitle: Reassessing Gender and Achievement: Questioning Contemporary Key Debates
Author(s): Becky Francis and Christine Skelton
Publisher: Routledge & Kegan Paul, London
ISBN: 0415333245, Pages: 200, Year: 2005
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On average, girls receive higher test scores on most measures of academic and cognitive achievement than do boys. This “gender gap” has been evident for some time in many countries around the world and has drawn a great deal of attention, some of it scholarly and some of it not, from observers of schooling. Reassessing Gender and Achievement: Questioning Contemporary Key Debates by educational researchers Becky Francis and Christine Skelton is a welcomed attempt to stand back and offer some broader perspective on the often contentious debate about the gender gap. The volume itself is part of Routledge’s “Gender in Education” series. Probably the most important point to make about Reassessing Gender and Achievement is that its subtitle needs to be taken literally. Although Francis and Skelton are convinced that the test score gap is real, they are not particularly interested in understanding and explaining why girls and boys score differently... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 108 Number 8, 2006, p. 1545-1547
http://www.tcrecord.org ID Number: 12282, Date Accessed: 10/22/2017 9:54:50 AM

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About the Author
  • David Bills
    University of Iowa
    E-mail Author
    DAVID B. BILLS is Professor of Sociology of Education in the Department of Educational Policy and Leadership Studies at the University of Iowa. His interests are in social stratification, labor market transitions, and technological change. He has recently published The Sociology of Education and Work (Blackwell) and is conducting a project on the comparative analysis of credentialist systems.
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