Explores contestations over the reality and complexity of educational underachievement and whether this relates to broader political–economic marginalization (or privileging) of boys. Argues that boys’ underachievement should neither be ignored nor be the exclusive focus of attention and that a move from ‘boys’ underachievement’ to a broader analysis of ‘gender and education’ is needed, to place the debate in a gender relational context.
Discusses the stories of six girls to illuminate three broad types of gender performances that were observed: ‘beauties’, ‘geeks’ and ‘men-john’. Using Francis' concepts of gender ‘monoglossia’ and ‘heteroglossia’, the extent to which these girls were able to resist the normative gender–sexual order and the consequences of conformity/non-conformity are examined.
