* Boys' gender identity, school work , and teacher and parents' gender beliefs

 Clarke (2007) conducted a multi – case ethnographic study that examined the gender beliefs of thirty (30) boys between the age of 8 and 10 years, two teachers and 12 parents. This research aimed to answer the following questions: 1) what are boys’ perception of their gender identity? 2) What beliefs do teachers hold about gender? and  3) what beliefs do parents hold about gender? Through observation, interviews and focus group discussions, Clarke found that “boys identify strongly and early with the dominance of masculinity and the subordination of women”(p. 16). Boys’ gender identity was defined by the avoidance of feminine behaviours and “less by what they do”. The study found that boys did not want to be girls and policed the behaviours of their peers by informing those in breach that they “act like a girl” (p. 17). Based on self report, the teachers either had a gender equitable treatment approach, which facilitated more opportunities for an ‘at risk’ group or an equal treatment approach, which ensured that students receive the same opportunities for access and participation”. Regardless of the philosophy regarding gender in the classroom, teachers were rougher on boys, tended to describe boys more negatively and did not accommodate the male learning style in their lesson activities though they acknowledged a difference by gender. Parents tended to have traditional beliefs concerning gender (except for career choice), which was evident in their male privileging socialization practices. The author notes that though parents had high expectations of their sons, the socialization practices were incongruous with ensuring that boys did well in school.To address the issue of differential treatment  and achievement of boys, Clarke makes the following recommendations: 1) a clearly enunciated gender policy for each level of the education system 2) the re-examination of teacher education programmes with a view to deal with gender issues and the inclusion of “a stand alone course on Gender in the Classroom” 3) the examination of ways in which popular culture can be engaged to change the current image of manliness and 4) a national discussion concerning the nexus  of gender/ masculinity, academic achievement and hard work.