Factors influencing the educational performance of males and females in school and their initial destinations after leaving school

For some time there has been widespread concern in Australia over gender patterns in educational performance.  Recently, this concern has focused on the perception that girls are now ‘doing better’ than boys in a number of key areas, most notably retention to Year 12, end-of-school results and competence in literacy.  This report was commissioned by the Department of Education, Training and Youth Affairs to investigate the patterns of males’ and females’ educational participation and performance at school and their initial destinations after leaving school, the key influencing factors, and the disadvantages that arise from them.  While gender was the major factor under consideration, the research brief also required an examination of the relative impact of other independent variables on participation, performance and post-school destinations including geographic, demographic and socio-economic factors. 

The report provides a background to current concerns, surveying preceding gender equity policies and proposing some frameworks for conceptualising gender equity today.  The available data on gender differences in school retention, participation and performance are presented.  Data on the interaction between gender differences and other factors - such as socio-economic status, locality, ethnicity, disability and indigeneity - and their impact on school performance are described.  After this, an overview and analysis of the ways in which gender differences in education have been explained is offered, as well as statistical evidence concerning initial destinations post-school.  The report concludes with an explanation of patterns of difference in post school outcomes.