Abstract
The media portray girls' achievement in mathematics and science as equal to or better than male performance. This paper reports on a longitudinal study based on Years 7–12. One of the disturbing features of these data is the extremely poor perceptions that students, both male and female, have of performance in mathematics and science in the earlier years of high school. These data suggest the need to examine students' changing perceptions in the transition years from primary school to high school. Despite there having been substantial improvement in girls' perceptions of how they have performed in mathematics and science, proportionately fewer females elect to undertake studies at the higher levels of mathematics, physics and chemistry. The data suggest that year 9 is crucial. The perspective that girls have unequivocally arrived has been challenged.
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