1. As a social institution
1.1. Education
1.2. Schooling
1.3. Curriculum
1.4. Syllabus
1.5. Equality & Equity
1.6. Academic
1.7. Multiple Intelligences
1.8. Expression of values, ideas and beliefs of society
2. Sociological perspectives
2.1. Functionalist
2.1.1. Socialisation
2.1.2. Social control
2.1.3. Sorting & allocating
2.1.4. Meritocracy
2.1.5. microcosm
2.2. Marxist
2.2.1. Cultural capital
2.2.2. Inequality
2.2.3. Achieved & ascribed status
2.3. Interpretive
2.3.1. Labelling
2.3.2. Black box of schooling
2.4. Feminist
2.4.1. Patriarchy
2.4.2. Gender socialisation
3. Gender and achievement
3.1. Gender
3.1.1. Roles
3.1.2. Stereotypes
3.2. Male marginalisation
3.2.1. Theorist
3.2.1.1. Miller
3.2.2. Reasons for boys' underachievement
3.2.2.1. male self perception & culture of masculinity
3.2.2.2. gender socialisation
3.2.2.3. classroom behaviour
3.2.2.4. teaching expectations
3.2.2.5. teaching methods
3.2.2.6. attitude to leisure
3.2.2.7. over confidence
3.2.2.8. influence of structure & opportunity
3.2.3. Evidence
3.2.3.1. Support
3.2.3.1.1. Enrollment & achievement statistics from CXC and UWI
3.2.3.1.2. Barry Chevannes- Education not seen as a standard of masculinity
3.2.3.2. Against
3.2.3.2.1. Linden Lewis- changing role of women is affecting men
3.2.3.2.2. Eudine Barriteau women oppressed regionally due to colonial history
3.3. Caribbean context
3.3.1. Lower SES of males in Jamaica
3.3.2. Boys take up manual work at an early age
3.3.3. Families invested more in girls' education
4. Caribbean education systems
4.1. Colonial era
4.2. Independence era
4.3. Decolonization
4.4. Indigenisation
4.5. Human Capital theory
4.6. Globalization
5. Issues in education
5.1. Deviance
5.1.1. Juvenile delinquency
5.1.2. Student drop out
5.1.3. Student achievement