SCHOOL DIFFERENCES IN PRODUCING GENDER-RELATED SUBJECT CHOICES

Gender differences in mathematics are well-documented. This article re ports the results of a longitudinal study on the development of mathem atics achievement and choice behaviour of both boys and girls between 12 and 15 years of age in higher general secondary education. First of all, it is shown that there are differences in the development of mat hematics achievement between schools. There are, however, no gender-re lated differences between schools in these development patterns. The m ain issue is that differences in choice behaviour between boys and gir ls can only partially be explained by differences in mathematics achie vement. It therefore seems worthwhile to assess the role of schools in this process. Results indicate that schools neither differ in gender differences in choice behaviour, nor in their potential to transform i nitial achievement differences between boys and girls into an inclinat ion to choose mathematics as a final examination subject. In other wor ds: differential school effects in terms of gender-specific school eff ects could not be demonstrated.