Cultural influences on gifted gender achievement

Abstract

In Britain, and reflected in other countries, the academic achievements of gifted girls in school are surpassing those of gifted boys in almost all areas of study and at all ages. This is not true in every country. The British evidence suggests two major reasons for this surge by the gifted girls. Emotionally, British girls are now showing greater confidence in their abilities. Educationally, changes in the style and content of the British curriculum and assessment may encourage female study patterns, along with a national system of inspection which checks for equal gender opportunities in the classroom. Although this managed change in gender equality of opportunity in schools is seen to be highly effective, female school advantage has yet to make a significant difference in the workplace.

Notes

Corresponding author. School of Lifelong Learning and Education, Middlesex University, Trent Park, Bramley Road, London N14 4YZ. Email: [email protected]