Jones, S., & Myhill, D. (2004). Seeing Things Differently: Teachers' Constructions of Underachievement.

Gender And Education, 16(4), 531-546. The identity of the underachiever has become synonymous with the stereotypical identity of boys. Underachievement looks like a bright boy who is bored. Teachers construct underachievement differentially by gender. Underachievement in girls is often overlooked or rendered invisible. Underachievement is concerned with potential, not lack of ability. High or low achievement is concerned with performance. In this context boys are not low achievers, but underachievers and are more likely than girls to perform below their potential. Where do teachers look for potential (boys)? Teachers are more likely to see underachievement as an issue for boys. Teachers identify more boys as underachievers because they expect more boys to be underachievers. This study suggests that teachers have a more positive attitude to the achievement of girls in their classes than to the achievement of boys. Teachers perceive there to be more girl high achievers and more boy low and underachievers. Unrealised potential: More boys identified as underachievers. Teachers may be predisposed to see potential in boys. When boys underachieve seen as they could, but dont. When girls underachieve seen as they lack confidence, dare not, are victim of circumstance.

Jones, S., & Myhill, D. (2004). "Troublesome Boys" and "Compliant Girls": Gender Identity and Perceptions of Achievement and Underachievement. British Journal Of Sociology Of Education, 25(5), 547-561. Gender inequality in the classroom. Teachers speak of boys and girls having equal academic potential, yet give voice to a deficit model of make achievement where expectations are in informed by students gender and are seen to disadvantage boys. Underachievement (less than capable of) is seen as normal for boys. High achievement is seen as normal for girls. Underachieving girl is less likely to be invited to answer questions. Is overlooked. Underachieving boys is likely to be invited to answer questions as a discipline strategy. Confirms and reinforces perceptions shaped by constructs of gender. Boys are more likely chosen as underachievers, with underachieving boy viewed as typical boy and high achieving girl typical and conforming to gender norms. Reverse is seen to challenge gender norms.

Auwarter, A. E., & Aruguete, M. S. (2008). Effects of Student Gender and Socioeconomic Status on Teacher Perceptions. Journal Of Educational Research, 101(4), 242-246. Teachers expectations could affect teachers sense of responsibility and efficiency (Warren, 2002). If teachers believe that student outcome is predetermined or determined by factors beyond their control (SES/ gender) they may have little motivation to investigate ways to reach these students (Diamond & Spillane, 2004). Researchers have documented the underachievement of boys compared with girls in the classroom (Lindsay & Muijs, 2006). Studies have also reported that teachers judge boys and girls differently (Tournak, 2003). This research suggests that teachers have varied expectations of boys and girls and that expectations may be associated with student performance.

Myhill, D., & Jones, S. (2006). 'She doesn't shout at no girls': Pupils' perceptions of gender equity in the classroom. Cambridge Journal Of Education, 36(1), 99-113. doi:10.1080/03057640500491054 Pupils speak of teachers expectations of boys and girls being different, more being expected of girls in both achievement and behaviour. Suggests that teachers treated boys and girls differently and in doing so, schools amplified societys stereotypes. Few of the teachers acknowledged that they treated boys and girls differently. Teachers may have differing and inequitable expectations of boys and girls. Teacher expectations of academic achievement might contribute to differential educational outcomes for boys and girls. Gender inequities

Up to Pg 9 of 16