2.2.5
Gender
Gender Differences in Educational Achievement
Gender Differences in Educational Achievement
Many factors impact girls’ academic achievement, including internal and external factors, differences in subject choice and gender identity.
Gender differences
Gender differences
- Girls now do generally better than boys in school and are more likely to continue their education at university.
- However, it’s likely that girls are doing better despite the obstacles placed in their way because of their gender.
- Many factors impact girls’ academic achievement, including internal and external factors, differences in subject choice and gender identity.
External factors (outside the school)
External factors (outside the school)
- The women’s movement and feminism challenge gender stereotypes of women at home as homemakers and mothers as well as raising awareness of patriarchy and sex discrimination.
- This is relevant both within and outside the education system.
Role models
Role models
- The emphasis on positive role models such as working mothers and the growth of employment opportunities for women have helped to raise girls’ ambitions and expectations.
The ‘crisis of masculinity’
The ‘crisis of masculinity’
- Boys may lack the same ambition as girls because of declining opportunities and the role of the male breadwinner, often referred to as the ‘crisis of masculinity’.
Gender Differences in Educational Achievement
Gender Differences in Educational Achievement
Many factors impact girls’ academic achievement, including internal and external factors, differences in subject choice and gender identity.
Internal factors (inside the school)
Internal factors (inside the school)
- More emphasis on equal opportunities for girls, encouraging them into once male-dominated subjects, for example, science, technology, engineering and maths (STEM).
- Drives to reduce gender stereotyping in the classroom.
Subcultures
Subcultures
- Girls are seen to work harder in school and be better organised and more motivated than boys.
- Girls are more likely to form pro-school sub-cultures that encourage peer support, while boys are more likely to form anti-school sub-cultures, emphasising masculinity and ‘laddish’ behaviour.
Maturity
Maturity
- Girls generally mature earlier than boys, encouraging them to take school more seriously than boys.
- Girls are seen as more cooperative and better behaved in school, resulting in teachers having higher expectations for them.
Confidence
Confidence
- Girls have a tendency to underestimate and play down their ability, while boys overestimate their own.
- Girls tend to read more and discuss their schoolwork more often than boys, developing language and reasoning skills that gives them an advantage over boys.
Differences in Subject Choice and Evaluation
Differences in Subject Choice and Evaluation
Females and males in mainstream schools tend to choose different subjects at GCSE and A-level.
Subject choice
Subject choice
- Females are more likely to choose subjects in the arts and humanities, while boys tend to choose science and technology-related subjects.
- For example, females make up around 70 percent of all A-level psychology candidates (Smith, 2011) while the figure is even higher for sociology.
University
University
- This difference is much less pronounced in single-sex schools.
- This pattern continues at university:
- Males are more likely to study physical sciences, maths, engineering, and technology.
- Females are more likely to graduate in the arts and humanities.
Explanations
Explanations
- Francis (1999) argues that the schooling process reinforces and reproduces gender identities; fitting in at school often involves adopting gender-appropriate behaviour linked to gender stereotypes.
- Schools reinforce gender identities and patriarchal relations through gendered verbal behaviour: boys dominating classroom talk, belittling girls’ contributions and the use of terms of sexual abuse for girls.
Physical space
Physical space
- Schools also reinforce gender identities through gendered physical behaviour; boys and girls often sit in different groups with the boys dominating the physical space of the classroom, crowding out the girls.
- Teachers might also have different expectations for boys and girls, viewing boys as naturally boisterous and disruptive, while expecting girls to be quiet and well behaved.
Gender and achievement: Evaluation
Gender and achievement: Evaluation
- A range of factors can explain girls’ higher academic performance over boys, some from inside the school and others from outside; any explanation must account for both of these.
- Girls do better in school, but even this performance could be improved upon if boys didn’t tend to dominate and often disrupt the classroom, take up more teacher time and marginalise girls.
Evaluation cont.
Evaluation cont.
- Differences in subject choice might limit girls' future career trajectories.
- Gender is not the only explanation for differences in achievement; social class and ethnicity remain important factors.
1Theory & Methods
1.1Sociological Theories
1.2Sociological Methods
2Education with Methods in Context
2.1Role & Function of the Education System
2.2Educational Achievement
2.3Relationships & Processes Within Schools
3Option 1: Culture & Identity
3.1Conceptions of Culture
3.2Identity & Socialisation
3.3Social Identity
3.4Production, Consumption & Globalisation
4Option 1: Families & Households
4.1Families & Households
4.2Changing Patterns
4.3The Symmetrical Family
4.4Children & Childhood
5Option 1: Health
5.1Social Constructions
5.2Social Distribution of Healthcare
5.3Provision & Access to Healthcare
5.4Mental Health
6Option 1: Work, Poverty & Welfare
6.1Poverty & Wealth
7Option 2: Beliefs in Society
7.1Ideology, Science & Religion
7.2Religious Movements
7.3Society & Religion
8Option 2: Global Development
8.1Development, Underdevelopment & Global Inequality
8.2Globalisation & Global Organisations
8.3Aid, Trade, Industrialisation, Urbanisation
9Option 2: The Media
9.1Contemporary Media
9.2Media Representations
10Crime & Deviance
10.1Crime & Society
10.2Social Distribution of Crime
Jump to other topics
1Theory & Methods
1.1Sociological Theories
1.2Sociological Methods
2Education with Methods in Context
2.1Role & Function of the Education System
2.2Educational Achievement
2.3Relationships & Processes Within Schools
3Option 1: Culture & Identity
3.1Conceptions of Culture
3.2Identity & Socialisation
3.3Social Identity
3.4Production, Consumption & Globalisation
4Option 1: Families & Households
4.1Families & Households
4.2Changing Patterns
4.3The Symmetrical Family
4.4Children & Childhood
5Option 1: Health
5.1Social Constructions
5.2Social Distribution of Healthcare
5.3Provision & Access to Healthcare
5.4Mental Health
6Option 1: Work, Poverty & Welfare
6.1Poverty & Wealth
7Option 2: Beliefs in Society
7.1Ideology, Science & Religion
7.2Religious Movements
7.3Society & Religion
8Option 2: Global Development
8.1Development, Underdevelopment & Global Inequality
8.2Globalisation & Global Organisations
8.3Aid, Trade, Industrialisation, Urbanisation
9Option 2: The Media
9.1Contemporary Media
9.2Media Representations
10Crime & Deviance
10.1Crime & Society
10.2Social Distribution of Crime
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