1. Starter
How does the experience within school differ for boys and girls? 5 mins
Friendship concerns
Teachers’ attitudes
Parents’ attitudes
Achievement
Status

2. Gender Behaviour in school
Boys tend to dominate the classroom space as they talk more, they impose their physical presence and they are more likely to act the fool or mess around.
Teachers tend to pay more negative attention to them, often reprimanding them rather than helping them with their work.
Griffin (1985) found that teachers expect boys to be disruptive and aggressive but girls are expected to be quiet and obedient in class.

3. Within the school playground and corridors students behave in gender ways often sticking to the same sex groups.
They do interact with each other as it is in these interactions that the boys and girls build their different gender identities (they define themselves in comparison to each other).
The sexually charged atmosphere of school can make young people, especially girls, highly conscious of their ‘sexual’ reputations. Sanction are used fiercely by both genders to control gendered behaviour (gay, bait, swot, slag, fugly)

4. Subject Choice
The introduction of national curriculum has meant that all students have had to study the foundation subjects of maths, English, and science subjects. Regardless of their gender, ethnicity or social class all students within the school are offered the same subjects up to GCSE level but choices have remained.
Despite legal requirements, the patterns of subject choice have remained stable; boys study maths and technology-related subjects while girls study modern languages, social sciences and biology.

5. What?
E x p l a i n s
the
patterns
and
trends

6. Innate ability
Some research has suggested that boys find maths and science easier, possibly because of their ability to learn facts and figures. Boys tend to perform better at multiple choice test.
On the other hand, girls may find studying itself a more comfortable activity. They may be able to pay attention to the teacher for longer period of time and favourable position on coursework, which requires careful planning over time.
These conclusions could be related to functionalist view that males and females perform different roles in society – these differences maybe innate (inbuilt), that is, due to biological factors.

7. Subject Preferences
Some subjects are seen as being more masculine than others ( such as maths and computing).
Others are seen as more feminine ( such as biology and social sciences).
Subject choice can definitely be influenced by these perception. Science for example, has been described as a patriarchal subject, dominated by males and aimed at males.
The hidden curriculum is a factor in forming these perceptions.

8. Percentage of students entered for GCSE in selected subjects, 2006
Female (%)
Male (%)
French 54 46
English language 52 48
Double science 51 49
English 50
Maths
D & T IT
Percentage of students entered for a level in selected subjects, 2006
Subject
Female (%)
Male (%)
Business studies 47 53
Maths 40 60
Computer Studies 27 73
English literature 71 29
Social studies 69 31
Modern languages 68 32
Biological science 62 38

9. Socialisation in the home
Thirty years ago, women had fewer opportunities in the workplace and the role of provider was an expectation for men. Men had more opportunities than women, therefore they tend to achieve more.
Parental expectations may have altered over time so that many parents now want their daughters to have the same opportunities in education as their sons.
This may explain the slight convergence/changes in subject choice in recent years.

10. Changing expectations in school
Teachers still do have the important role of advising students on subject choice and some teachers may hold sexist attitudes.
Blinkenstaff (2005) suggested that some of following reasons explaining why girls are reluctant to opt science, technology, engineering and maths STEM subject.
girls lack innate talent in STEM subjects
Girls have less interest in these subjects
There are few positive role models
The science curriculum does not interest most girls
Teacher give boys more attention in the science lesson

11. Task
Summarise the differences between boys and girls in these areas. For each one offer an explanation of why these patterns occur
Behaviour in school environment
Teachers’ attitudes towards them
Subject Choices
Changing attitudes in home and school