Background
The feminisation of school hypothesis suggests that boys underachieve in school compared to girls because school rewards feminine characteristics that are at odds with boys' masculine features.
Aims
The feminisation of school hypothesis lacks empirical evidence. The aim of the present study is to test this hypothesis by examining the extent to which school demands are actually associated with female more than male students.
Sample and Method
A large sample of 1954 students (1115 girls and 839 boys) from grades seven, nine, 10 and 12 took part in the study. The participants were asked to rate the extent to which various characteristics valued in the school setting were exhibited by girls or boys who succeed in school.
Results
Three sets of characteristics related to school success emerged from the analyses: compliance, assertiveness and effort/intelligence. Compliance and effort/intelligence were associated with the girls more than with the boys, while assertiveness was associated with the boys more than with the girls.
Conclusion
The feminisation of school hypothesis received weak support. The present study discusses the limits of this hypothesis to explain boys' underachievement in comparison to girls.