ABSTRACT
Reports on educational results always include comments on gender differences which are given considerable publicity. An emphasis on results fi ts within the policy of Labour Governments and the policy has been developed by the 2010 Coalition Government to give parents as much information as possible to support their choices as consumers. Gender is an easy way of appearing to provide such information. Understanding the data on gender and achievement requires not only identifying patterns and facts, but also seeking the explanations that account for these patterns. Such explanations often focus on the processes that occur within the school and classroom. But just as important are the experiences that construct young people’s expectations and identities.
