ABSTRACT
Current concerns about the comparative underachievement of boys span the whole school curriculum (Woodhead, 1996). In a quest to raise the achievement of boys, educationists and researchers have responded with an examination of both curriculum and pedagogy (SCAA, 1996), and of boys’ attitudes and culture (Younger and Warrington, 1996). Issues regarding the differential achievement of boys and girls have been addressed by a wide variety of interest groups, such as parents, politicians, the media and academics. Ironically, those individuals who seem least worried are the boys themselves.
