There has been growing interest, over the past twenty years or so, in the importance of creative production as an aspect of human intellect and personality. Results of numerous investigations in this field have provided some thought-provoking information on the relationship between creativity and educational concerns such as curriculum structure, contextual/situational factors of the school, and academic orientation and sex differences among students, although, in respect of the latter aspect, there tends to be conflicting opinions.

This paper presents findings from a quantitative, survey research study that investigated the prevalence of mathematics anxiety (MA) in two Grade 7 cohorts and how students’ MA compared by gender. The research sample consisted of 467 Grade 7 students (276 females and 186 males) from two high schools in Jamaica. The data were collected using the Modified Abbreviated Math Anxiety Scale (mAMAS) and analyzed using descriptive statistics and a Mann-Whitney U test. The results showed that students experienced a range of MA (Low, Slight, Moderate, and High).

The Caribbean Journal of Education (CJE) has been in existence for  35 years and during that period has published several articles which both directly and indirectly report and reflect research, analysis and commentary on the issue of gender as it pertains to various aspects of education. This overview focuses on articles which have explicitly addressed gender, and acknowledges, but does not comment on, the several articles where gender has been included as a category of research and analysis even though it may not have been the major focus. 

This study examined the impact on the lives of mature women of their participation in full-time undergraduate degree programmes at the University of the West Indies, Mona. Factors explored included the women’s stated motives for entering the university; differences in these motives based on specific demographic and biographic characteristics; the impact of this experience on their multiple gender roles; the personal and/or institutional challenges these women faced, and the coping mechanisms they employed in order to persist with their programmes of study.

This case study attempted to examine critically the view which is increasingly being held by the members of the public in various countries in the world, that boys constitute a marginal group within the educational system. More specifically, the study sought to examine differences in academic achievement and participation between boys and girls and to account for such differences in a secondary school in Barbados.

This valuable bibliography of research in gender and education in the Commonwealth Caribbean has been carefully compiled at the request of the University of the West Indies’ (UWI) Centre for Gender and Development Studies and published by the Institute of Education of the UWI, Mona, with funding support from UNESCO.

There have been concerns among Jamaican scholars that students' role models (RMs) contribute to gender differences in academic functioning in Jamaica. The current study empirically investigated gender differences in the RMs of 269 fifth form traditional high school students in Jamaica and relations between RM choice and academic attitudes, goals and achievement. Using mixed qualitative/quantitative research methods, nine categories of RMs emerged. Consistent with international research findings, parents were by far the most frequently selected RMs.

The World is a High Hill: Stories about Jamaican Women, penned by the reputable author Erna Brodber (a Jamaican sociologist, novelist and former lecturer of the University of the West Indies' Mona Campus and other universities overseas), is an intriguing collection of fictional short stories depicting the multiple lifestyles of twelve distinct females straddling the social and economic gamut of Jamaican society. These women grapple with the gender, racial and social barriers that they encounter in their quest for survival, upward mobility, and success.

According to the Global Education Digest 2009 (UNESCO Institute for Statistics [UIS], 2009), the number of students pursuing tertiary education globally has skyrocketed over the past 37 years, from 28.6 million in 1970 to 159.5 million in 2008. Today, there is widespread concern in the Caribbean region about the issue of gender and achievement in education in general, and higher education in particular. This paper explores this phenomenon regionally and globally, providing a critical analysis of explanations and theorizing that have emerged to understand this situation in both contexts.