Location of Repository

(Mis)understanding underachievement: a response to Connolly

By Stephen Gorard and Emma Smith


In British Journal of Sociology of Education Volume 29 number 3, 2008, Connolly presented what he termed a 'critical review' of some of our previous work on the relative attainment of male and female students in UK schools. He proposed three general areas for criticism - our use of attainment gaps, our consideration of outcomes other than at specific thresholds, and our querying of the idea of student 'underachievement'. These problems, he claimed, have 'given rise to a number of misleading conclusions that have questionable implications for practice'. However, those of his 'criticisms' with any merit are actually the same as our own conclusions, transmuted by Connolly from our papers that he cites, while his remaining 'criticisms' are based on faulty elementary logic. In case readers have not read our work and were somehow misled by Connolly, we give here a brief reply to each criticism in turn. This matters, because a greater understanding of patterns of attainment and of the nature of underachievement is a precursor to the design of successful initiatives to overcome inequalities in educational opportunity and reward. This is both a practical and an ethical issue

Topics: L Education (General)
Publisher: Taylor and Francis
Year: 2008
OAI identifier: oai:eprints.bham.ac.uk:273
Download PDF:
Sorry, we are unable to provide the full text but you may find it at the following location(s):
  • http://eprints.bham.ac.uk/273/ (external link)
  • http://docserver.ingentaconnec... (external link)
  • http://eprints.bham.ac.uk/273/... (external link)
  • http://eprints.bham.ac.uk/273/... (external link)
  • Suggested articles

    To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.