Abstract
ABSTRACT The study set out to examine whether more boys than girls were receiving special help in mainstream secondary schools in Berkshire and, if so, to examine the reasons for this imbalance. It looked, first at whether choices about who received special help were based on pupils ‘performance in subject areas and, second, at how teachers’ stereotyped prejudices and beliefs about girls and boys influenced the decisions. Eleven subject departments in seven schools supplied information about their third year pupils, giving the results of their end of second year tests and the sets lists for the third year. Eighteen teachers responded in a structured interview setting in which they were asked about anomolous choices they had made about which pupils would receive special help and about what criteria, other than performance, had informed their choices. It was found that the ratio of boys: girls getting special help was about 2.8: 2. The study shows that there is a tendency for teachers to believe that girls ...
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