This article examines the effects of gender and Science stream differences on the cognitive and
affective outcomes of schooling at the Sixth Form level (Grade 12) in Hong Kong, using data collected
for the Second IEA lnternational Science Study (SISS). It seeks to derive some dimensions of gender
difference on these outcomes amongst the physical and biological Science stream pupils. The
problem of the confounding effect of gender and Science stream, and the pattern of curriculum
implementation effect across Science streams and courses are handled. Social and psychological
implications of the findings for curriculum developers, teachers and pupils are discussed. Results of
the analyses provide a basis for comparisons across school systems participating in the SISS surveys.