Underachievement in postsecondary education has been a growing concern for educators and researchers. Higher education institutions have implemented early alert systems to identify students performing below standards. This early warning system has major limitations that confine it to an identification only approach. The current study aimed to investigate the psychometric properties of the Student Attitude Assessment Survey-R (SAAS-R) in a postsecondary sample. First, a confirmatory factor analysis validated the SAAS-R in a postsecondary sample. Predictive validity was then investigated by identifying students as underachieving or achieving based on responses to the SAAS-R and via a regression-based discrepancy model (ability vs. achievement). Then, the SAAS-R was compared to the discrepancy model to see whether the SAAS-R is an accurate assessment for identification of achievement. Tests of convergent validity included comparison of the SAAS-R subscales to well established similar constructs. Discriminant validity was checked by comparing the SAAS-R to a Social Desirability Scale. Finally, measurement invariance was explored to see if the SAAS-R would measure across groups. The SAAS-R demonstrated strong evidence of structural, convergent, and discriminant validity, yet limited evidence of predictive validity. Assessment of measurement invariance across self-identified traditional and non-traditional students yielded no evidence of measurement invariance. Initial psychometric properties support extension of the structural model of the SAAS-R to postsecondary students and the convergent validity utility of the SAAS-R subscales. However, more research is needed before the SAAS-R can be applied as an assessment of underachievement in postsecondary education.

The underachievement of boys in school seems to be the general norm in many countries. Many studies have tried to find the key to this problem; still, no one seems to have found it. Studies about brain research, boys’ attitudes or motivation are trying to find the final solution and the appropriate strategies to address the problem. This degree project has chosen to explore if single-sex classrooms can enhance boys’ achievement in the language classrooms. Many scholars seem to be convinced that single-sex teaching can be the solution of the underachievement of the male students in compulsory schools. However the findings of this degree project show that more work must be done in this field to accept single-sex teaching as the solution to close the gender gap. Many recent articles, books and documents about the actual topic have been reviewed to give some light to this degree project.

Underachievement in reading literacy for boys in secondary school seems to be a generalnorm in many countries around the world today. PISA’s studies highlight that Sweden also isone of countries that has big differences in between the genders in reading literacy; moreover,the results showed that almost every third boy is underperforming in reading literacy. A lot ofstudies have been made on this subject and the researchers have tried to find the source to theproblem. However, no one seems to have found the solution to the problem just yet.Therefore, we became interested in finding out how teachers can remedy boys’ lowerperformances in reading, in Swedish language classrooms. Through the use of a researchsynthesis and a pilot study, the question whether teachers can remedy boys’ underachievementin reading literacy is dealt by carefully analyzing articles, journals and books. The resultsrevealed four themes that may play a big part in increasing boys’ achievement in reading.These four themes are: motivation, teacher modeling, text interest and choices, and theimportance of time frame.Keywords: Gender differences, attitudes, underachievement, boys, motivation, literacy,reading, second language learning, PISA

Statistics show that boys perform better in mathematics tests than girls. In order to make a refined assessment of the magnitude of gender differences in mathematics performance, a study was made of one thousand 16+ mathematics scripts to find the precise topics on which girls and boys differ significantly in performance. These concepts were found to be concerned with scale or ratio, spatial problems, space-time relationships and probability questions. Differences were found in performance between girls and boys at each ten-percentile level through the ability range. A longitudinal study also revealed differences in mathematics 'performance through the years of secondary education. There is no convincing evidence that the discrepancy can be accounted for by innate or genetic reasons. Intervention programmes have been found to improve the performance of girls in the weak areas of spatial awareness, proportionality and problem solving. In addition, a study was made of gender attitudes towards mathematics. Ten secondary schools were surveyed and the results revealed a marked decrease in the attitudes of third and fourth form girls. During these difficult adolescent years girls and boys are susceptible to strong internal and external pressures. Corresponding differences were also found across the ability range. These social pressures are concerned with teacher influence, social interaction, type of grouping, sex stereotyping, choices, teaching materials and careers advice.

This thesis aims to understand the prevalence and impacts of structural barriers and teachers’ low expectations in the academic underachievement of Black Caribbean children in the United Kingdom. In doing so, this thesis has utilized the following two theories: systemic racism and self-efficacy. Systemic racism has helped uncover the structural and subtle yet discriminatory barriers within UK schools’ institutions while self-efficacy illustrated the ways in which teachers’ low expectations can hinder Black Caribbean children’s self-esteem and motivation and in turn their academic achievement. The chosen method has been qualitative content analysis which has provided this thesis with the common themes, patterns, and problem areas within the literature. This research process has revealed that systemic racism and teachers’ low expectations have negative impacts on the academic achievement of these children. Combining the elements of structural barriers and teachers’ low expectations has also revealed that Black Caribbean children’s right to education is being undermined.

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Young men of Portuguese heritage in Toronto continue to demonstrate lower levels of educational attainment. American and Canadian research increasingly points to gender and masculinity to address boys’ academic underachievement, yet studies have not focused a gender lens on Portuguese male youth in Toronto to interrogate educational achievement. This qualitative exploratory study explores gender through constructions of masculinity to better understand young Portuguese-Canadian men and their choices concerning education. Through their narratives, participants revealed that masculinity does inform their attitudes and choices concerning education and school. Bourdieu’s concepts of habitus and field are used to explore how masculinity and educational mobility generate considerable struggle and tension in participants’ lived experiences. This study ultimately surfaced more questions surrounding resistance to help-related educational resources, effects of educational mobility on ethnic identity and cultural cohesiveness, and how and when young men of Portuguese ancestry arrive at decisions to de-select education.

Young men of Portuguese heritage in Toronto continue to demonstrate lower levels of educational attainment. American and Canadian research increasingly points to gender and masculinity to address boys’ academic underachievement, yet studies have not focused a gender lens on Portuguese male youth in Toronto to interrogate educational achievement. This qualitative exploratory study explores gender through constructions of masculinity to better understand young Portuguese-Canadian men and their choices concerning education. Through their narratives, participants revealed that masculinity does inform their attitudes and choices concerning education and school. Bourdieu’s concepts of habitus and field are used to explore how masculinity and educational mobility generate considerable struggle and tension in participants’ lived experiences. This study ultimately surfaced more questions surrounding resistance to help-related educational resources, effects of educational mobility on ethnic identity and cultural cohesiveness, and how and when young men of Portuguese ancestry arrive at decisions to de-select education.

Educational Studies / MED (EDUC MANAGEMENT)

A great deal is known and has been written about the difficulties that high IQ children can experience in the classroom when their special educational needs are not met. Evidence suggests that these difficulties can result in poor academic performance. This study is different from the research carried out in this field so far in that it expresses an hitherto unheard adult voice. It does so by examining the causes and the long-term effects of academic underachievement, as perceived by high IQ adults, on reflection. A mixed quantitative/qualitative methodological approach was used. 158 members of British Mensa, the High IQ Society, completed one semi-structured open ended questionnaire about their perceptions of the causes and long-term effects of their academic underachievement. A second questionnaire was completed by 50 of the previous sample who had revealed that they had reversed their underachievement in adulthood. This highlighted the differences between their educational experiences as children and as adults. It also revealed the impact that their delayed academic achievement had had on their life trajectory. Out of those 50 participants, ten took part in semi-structured one-to-one interviews which allowed for more in-depth enquiry. The conclusions of the study were that, if not nurtured, an innate ability such as a high IQ can become a disadvantage over time. It suggests that not catering for the special educational needs of high IQ children by not providing the mental stimulation they need is 'intellectual neglect'. Such neglect, like physical and emotional neglect, may affect mental well-being in adulthood. In the study sample, most of the participants' long-term economic and mental health had been negatively affected by their academic underachievement, even when it had been reversed in adulthood. This is an area which seems to have been little researched so far, perhaps because of the difficulty of locating high IQ underachieving adults. Yet, the issues highlighted by the research are of great importance not only to the individuals concerned but also to society. The desired outcomes of this study are that the dissemination of the results will raise awareness amongst educators and policy makers of the potential negative long-term effects of neglecting high IQ children's intellectual needs. It will also provide a platform for further research.