The gendered complexities of school mathematics achievement: girls outperforming or boys underperforming?
SOURCE: HSRC Review
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2021
TITLE AUTHOR(S): V.Reddy, C.Namome, P.Sekhejane
KEYWORDS: ACHIEVEMENT, BOYS, GENDER EQUALITY, GIRLS, TIMSS
DEPARTMENT: Equitable Education and Economies (IED), Impact Centre (IC), Impact Centre (PRESS), Impact Centre (CC)
Web link: http://www.hsrc.ac.za/en/review/hsrc-review-june-2021/gendered-complexities-of-school-math-achievement
Print: HSRC Library: shelf number 12042
HANDLE: 20.500.11910/16086
URI: http://hdl.handle.net/20.500.11910/16086
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2021
TITLE AUTHOR(S): V.Reddy, C.Namome, P.Sekhejane
KEYWORDS: ACHIEVEMENT, BOYS, GENDER EQUALITY, GIRLS, TIMSS
DEPARTMENT: Equitable Education and Economies (IED), Impact Centre (IC), Impact Centre (PRESS), Impact Centre (CC)
Web link: http://www.hsrc.ac.za/en/review/hsrc-review-june-2021/gendered-complexities-of-school-math-achievement
Print: HSRC Library: shelf number 12042
HANDLE: 20.500.11910/16086
URI: http://hdl.handle.net/20.500.11910/16086
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
Education and labour markets have favoured boys and men. A recent study showed that girls' educational outcomes in relation to participation and performance, in both schools and universities, were higher than boys'. Nevertheless, in the labour market, women were still vastly under-represented in management, especially top management. African women, despite their educational successes, remained the most underrepresented group at the higher occupational levels.-
Related Research Outputs:
- Third International Mathematics and Science Study - 2003: executive summary
- Mathematics and science achievement at South African schools in TIMSS 2003
- Turning sugar and spice on its head: recent research on the gendered meanings within girlhood studies
- Equity and quality mathematics education within schools: findings from TIMMS data for Ghana
- Understanding school effects in South Africa using multilevel analysis: findings from TIMSS 2011
- TIMSS 2015 Grade 5 national report: understanding mathematics achievement amongst Grade 5 learners in South Africa: nurturing green shoots
- TIMSS 2015 Grade 9 national report: understanding mathematics and achievement amongst Grade 9 learners in South Africa
- Quality education for sustainable development: are we on the right track?: evidence from the TIMSS 2015 study in South Africa
- Lucky guess?: applying Rasch measurement theory to grade 5 South African mathematics achievement data
- The contribution of South African teachers to students' sense of belonging and mathematics achievement: students' perspective from the 2015 Trends in International Mathematics and Science Study
- Who are our educators and what do they do in class?
- Whose right it is anyway? equality, culture and conflicts of rights in South Africa
- Conditions of schooling in South Africa and the effect on mathematics achievement
- TIMSS in South Africa: the value of international comparatives studies for a developing country
- Middle school students' performance in mathematics in the third international mathematics and science study: South African realities
- South Africa
- Monitoring of learning achievement: training workshop: data management, analysis and report writing
- Gender inequality persists in artisan employment in South Africa
- Social impact assessment of development projects
- Book review: Bradby, H. & Hundt, G.L. (eds). 2010. Global perspectives on war, gender and health: the sociology and anthropology of suffering. Surrey: Ashgate Publishing. 157 p. ISBN 9780754675235