Differential Educational Achievement 2.Gender Up to the 1980’s most of the research on gender looked at why boys did better than girls. By the mid 1990’s things changed and now the focus is on why girls out perform boys.

3 Main Areas Of Explanation have been put forward 1.Changing Attitudes 2.Social Policy Aiding Females 3.Boys Are Falling Behind Differential Educational Achievement 2.Gender

Changing Attitudes Feminists point to a greater emphasis on equal opportunities in schools Teachers, resources etc have become more ‘ girl friendly ’ Initiatives like GIST (Girls Into Science) PSE courses attacking sexism. More jobs for women. Differential Educational Achievement 2.Gender

Sue Sharpe 1976 & 1994 Looked at WC girls in a school in London in Found that they wanted marriage, kids and jobs in that order. By 1994 girls in the same school now put career as their top priority. Differential Educational Achievement 2.Gender

Social Policy Changes Some argue that the changes in education over the last few years have benefited females. The expansion of Coursework helps females who are better organised and motivated. The National Curriculum means that girls can ’ t avoid science. Differential Educational Achievement 2.Gender

Social Policy Changes cont.. Less competitive sports has been to the disadvantage of males who thrive on ‘ competition ’. Some argue that education has now become too ‘ feminised ’. Differential Educational Achievement 2.Gender

Boys Are Falling Behind 1.The Job market Mac and Ghaill 1994 Argues that the collapse of many working class jobs has led to a status frustration for many WC males. The ‘ breadwinner ’ role has declined and males suffer a ‘ crisis of masculinity ’. Look back at Willis study – the jobs for the ‘ lads ’ have now gone. This all curbs WC boys ambition and they see education as a waste of time. Differential Educational Achievement 2.Gender

2. Peer Group and behaviour Status and ‘ street cred ’ can be gained from not working. Boys are seen as more likely than girls to develop ‘ anti-school subcultures ’. Reading is regarded as unmasculine Teachers have lower expectations of boys and let them get away with more. Differential Educational Achievement 2.Gender

2. Peer Group and behaviour Girls and boys ‘ do ’ leisure differently. Girls talk more which helps develop language and communication skills Boys interact by ‘ doing ’ e.g. playing football. Girls read more, Boys play more computer games. Differential Educational Achievement 2.Gender

3. Unrealistic Attitudes Barber (1994) says boys in general are less positive about education. Boys over confidence blinds them to failure. They dismiss it as not having tried Girls are more self doubting and analyse where they went wrong. The new modular approach to A levels helps girls to work to put things right next time. Differential Educational Achievement 2.Gender

Subject Choice The National Curriculum has limited the different subject choices, but marked gender preferences have remained. Differential Educational Achievement 2.Gender If my lad wants to do needlework then he will do needlework!

A Level Males outnumber females in all science and technical subjects apart from Biology. Females outnumber males in all other subjects. English, Modern Languages and Social Sciences have a particularly high proportion of females. Differential Educational Achievement 2.Gender

Theresa Grafton 1987 Studied a comprehensive school Only a few places were available for either sex wanting to do non-trad subjects. Tutors tried to ‘steer’ students away from such choices. Differential Educational Achievement 2.Gender

Alison Kelly 1987 Gives 2 reasons for science being seen as masculine 1.The subject is packaged for boys – texts and teachers use examples from ‘ boys worlds ’ e.g. football, cars etc 2.Boys dominate the classroom, equipment and teacher’s attention Differential Educational Achievement 2.Gender

Anne Colley 1998 Traditional definitions of masculinity and femininity persist Subjects still have gender images. IT has a masculine image Music has changed from a feminine subject to appeal to more males because of technology Differential Educational Achievement 2.Gender