ABSTRACT
Concerns about gender equity entered education as the result (direct and indirect) of feminist intervention. Translated into policy these claims frequently meant a focus on the disadvantages of girls and women in schools and higher education. Currently, the focus on just who education disadvantages is shifting rapidly. In many corners of the globe talk of ‘male disadvantage’ now occupies centre stage, while the spectre of ‘female advantage’ hovers at the margins. So why is it difficult to find the topic of ‘male advantage’ specified as a problem?
