For the past few decades there has been an increasing interest in the different educational experiences, success and eventual outcomes that prevail for males and for females. The interest in this area was fuelled in part by a perceived lack of interest and success of females in a number of areas of schooling – notably mathematics and the physical sciences. In more recent times there has also been a focus on the lack of engagement and success of males, especially in the area of reading.

Educational policy has to take into account the existence of gender differences in performance to be effective in promoting quality student outcomes and equity. This report draws heavily on the OECD’s Programme for International Assessment (PISA) where it has been found that female students do better in reading (OECD, 2001) and male students do somewhat better in mathematics (OECD, 2004). In science, the picture is more complex. It has been found that student attitudes and engagement explain, in part, gender difference in mathematics and reading, a finding that, by itself, can foster a better understanding of how students learn and thereby help design more effective educational policies (OECD, 2007a).