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Another main issue that has complicated the study of gender and gender performance in school is the ignorance of the various factors that colour the child’s personality. The past educational systems all have relied heavily on the marking card, and never delved into the personality of the child and how he or she could be influenced by factors both within the school and outside of it. Therefore, if we are to truly understand the true dilemma of underachievement in boys, we must start taking into consideration the various cultural and societal influences that are in play. This does not mean that girls are impervious to these influences. Rather, it creates an interesting study as to why girls behave differently from boys and how each gender perceives the same influences, and thereby react to it (Gender in Education, 2004, pp 17, 19).
Why ethnicity and gender have become such dominant themes in the educational setup is another question that has many facets. Over the years, with more stress placed upon equal footing of men and women in various areas of life, the balance has tipped somewhat in favour of women. Now women and men have the same right and access to the various opportunities that come in the way. Another major change is the significant impregnation of various ethnicities in the learning system, which in the past was highly selective for certain, races and excluded others. The introduction of cross cultural reality has also influenced the society and therefore, the school, a mini society in its own right, is no exception (Gender in Education, 2004, pp 16).