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Abstract
In the first half of this paper we develop a perspective on the role of ‘boldness’ in explaining gender differences in thinking and attitudes. We apply this analysis to evidence from Australia, the USA and the UK in relation to economics at school and university levels. In the second half we present the results of a study of over 1000 15–17‐year‐olds in UK secondary schools. On the basis of the gender differences revealed in these data and our preceding analysis we offer some implications for learning and teaching.
Acknowledgements
We are grateful to Becky Francis, David Galbraith, Mani das Gupta, Erik Meyer, Jocey Quinn and John Ramsay and three anonymous referees for helpful comments on earlier drafts of this paper and also to the teachers and students at the schools who participated in this study.
