Summary AQA A Level Sociology Paper 1 Revision Notes on Gender Differences in Education
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Course
Gender differences in education (SOC101)
Institution
AQA
This document is a summary of the gender differences in education topic in paper 1. It covers reasons behind the gender gap, internal and external factors for gender differences in achievement, as well as identity, class and girls' achievement, boys achievement, gender and subject choice and pupi...
GENDER DIFFERENCES IN EDUCATION
The Gender Gap in Achievement
On starting Teacher assessments of pupils (2013): girls ahead of boys by between 7 and 17 percentage points in all 7
school areas of learning assessed (literacy, language, maths, personal, social and emotional development). Girls
were better than boys at concentrating.
DfE: in state primary schools, boys were two and a half times more likely than girls to have statements of
special educational needs.
At Key Stages Girls do consistently better than boys. Especially in English, where the gender gap steadily widens with age.
1- 3 In science and maths the gap is smaller but girls do better.
At GCSE The gender gap stands at around 10 percentage points.
At AS and A Girls are more likely to sit, pass and get higher grades than boys, though the gap is narrower than at GCSE.
level
In 2013, 47% of girls got A or B grades at A-level, only 42% of boys. Even in ‘boys’ subjects such as maths,
girls were more likely than boys to get grades A to C.
On vocational Preparing students for a career, results show a similar pattern. A larger proportion of girls achieve
courses distinctions in every subject, including those e.g engineering where girls are a tiny minority of the students.
External Factors and Gender Differences in Achievement
The impact Feminism raised women’s expectations and self-esteem. These changes are reflected in media images and
of feminism messages. Changes encouraged by feminism may affect girls’ self-image and ambitions with regard to family
and careers. May explain improvements in educational achievement.
Changes in Changes in the family affect girls’ attitudes towards education. Increased numbers of female-headed lone-
the family parent families means more women take on a breadwinner role, creating a role model for girls - financially
independent women. To achieve independence, women need well-paid jobs. Increases in divorce rate
suggest it is unwise to rely on a husband. Encourages girls to get good qualifications to make a living.
Changes in These changes have encouraged girls to see their future in terms of paid work rather than housewives.
women’s Better career opportunities and pay for women, role models, successful career women offer, provide an
employment incentive for girls to gain qualifications.
Girls’ The view that changes in the family and employment are producing changes in girls' ambitions.
changing
Sharpe’s interviews show a shift in how girls see their future. In 1974, girls had low aspirations; believed
ambitions
educational success was unfeminine, appearing to be ambitious was unattractive. Priorities were ‘love,
marriage, children, jobs.’ By the 90s, girls’ had a different order of priorities - careers and being able to
support themselves. Girls were more likely to see their future as an independent woman with a job rather
than dependent on the husband.
To achieve independence, girls need a good education. Carol Fuller’s study, educational success was a
central aspect of their identity. Saw themselves as creators of their future and had an individualised notion
of self. Believed in meritocracy and aimed for a professional career to support themselves. These aspirations
need educational qualifications, those of the 1970s girls did not.
, AO3: Explain how social class impacts gender differences in achievement (p53)
W/C girls continue to have gender-stereotyped aspirations for marriage and children and expect to
go into traditional low paid women’s work. Diane Reay argues this reflects the reality of the girls’
class position. Their limited aspirations reflect the limited job opportunities they perceive as being
valuable to them. A traditional gender identity offers them a status.
Biggart: W/C girls are more likely to face a precarious position in the labour market and to see
motherhood as the only viable option for their futures. They see less point in achieving in education.
Most of the low-aspiring W/C girls in Fuller's study were not interested in staying on at school and
expressed a desire for low-level jobs.
Internal Factors and Gender Differences in Achievement
Equal Feminist ideas impacted the education system. Policymakers are aware of gender issues, teachers are
opportunities sensitive to avoid stereotyping. ‘Boys and girls are entitled to the same opportunities’ is part of
policies mainstream thinking.
Female scientists visited schools; raised awareness of gender issues and gave non-sexist careers advice;
learning materials in science reflecting girls’ interests were developed. Barriers have been removed,
teaching has become meritocratic.
Positive role Increase in the proportion of female teachers and heads. Women in senior positions shows girls women
models in can achieve important positions and give them non-traditional goals to aim for. Women teachers are likely
schools to be role models for girls’ education, as to be a teacher, girls must have a successful education.
GCSE and Changes in ways pupils are assessed have favoured girls more.
coursework
Gorard: gender gap in achievement was constant from 1975-89, it increased due to GCSEs starting,
coursework being in nearly all subjects. The gender gap in achievement is a “product of the changed
system of assessment rather than any more general failing of boys”.
Mitsos and Browne: girls are more successful in coursework as they are organised. Girls are more likely to
be encouraged to be neat, due to early gender role socialisation, becoming an advantage, helping girls
achieve.
Teacher Francis: boys got more attention, and felt picked on by teachers who had low expectations of them.
attention
Swann: gender differences in communication styles. Boys dominate in class discussions, girls prefer group
work and listen better as boys seem disruptive. SFP, successful interactions with teachers promote girls’
self-esteem, raising achievement levels.
Challenging The removal of gender stereotypes from textbooks has removed a barrier to girls’ achievement. Women
stereotypes in depicted as mothers.
the curriculum
Weiner: since the 80s, teachers have challenged stereotypes. Sexist images have been removed from
learning materials. Helping raise girls’ achievement by presenting positive images of what women can
do.
Selection and Marketisation policies created a competitive climate, schools see girls as desirable recruits as they achieve
league tables better exam results.
Jackson: exam league tables improve opportunities for girls; high-achieving girls are attractive to schools,
low-achieving boys are not, SFP - girls likely to be recruited do well.
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