The gendered complexities of school mathematics achievement: girls outperforming or boys underperforming?

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dc.date.accessioned	2021-06-30	en
dc.date.accessioned	2022-08-17T12:27:55Z
dc.date.available	2022-08-17T12:27:55Z
dc.date.issued	2021-06-30	en
dc.identifier.uri	http://www.hsrc.ac.za/en/review/hsrc-review-june-2021/gendered-complexities-of-school-math-achievement	en
dc.identifier.uri	http://hdl.handle.net/20.500.11910/16086
dc.description.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.	en
dc.format.medium	Print	en
dc.publisher	HSRC Press	en
dc.subject	TIMSS	en
dc.subject	MATHEMATICS ACHIEVEMENT	en
dc.subject	GENDER EQUALITY	en
dc.subject	BOYS	en
dc.subject	GIRLS	en
dc.title	The gendered complexities of school mathematics achievement: girls outperforming or boys underperforming?	en
dc.type	Journal Article	en
dc.description.version	N	en
dc.ProjectNumber	N/A	en
dc.Volume	19(2)	en
dc.BudgetYear	2021/22	en
dc.ResearchGroup	Impact Centre	en
dc.ResearchGroup	Inclusive Economic Development	en
dc.SourceTitle	HSRC Review	en
dc.ArchiveNumber	12042	en
dc.URL	http://ktree.hsrc.ac.za/doc_read_all.php?docid=24378	en
dc.PageNumber	14-16	en
dc.outputnumber	11194	en
dc.bibliographictitle	Reddy, V., Namome, C. & Sekhejane, P. (2021) The gendered complexities of school mathematics achievement: girls outperforming or boys underperforming?. HSRC Review. 19(2):14-16. http://hdl.handle.net/20.500.11910/16086	en
dc.publicationyear	2021	en
dc.contributor.author1	Reddy, V.	en
dc.contributor.author2	Namome, C.	en
dc.contributor.author3	Sekhejane, P.	en