Gender, Educational Achievement and Subject Choice
Core Study guide
Paper 1: Education with Theory and Methods
Specification Area:
Differential educational achievement of social groups by social class,
gender, and ethnicity in contemporary society.
Name:
,Introduction
Gender differences in educational achievement have been apparent right from the introduction of
compulsory education in 1880. It may be a good idea to revisit topic 2 (The history of education) and check
out the references to gender within that guide. In the past, it seemed that boys outperformed girls within
the education system, however this was usually due to social policy that gave them a significant advantage.
In this topic, we will be observing the reasons why girls have been outperforming boys at each level of the
education system since 1988. Interestingly in the 2017 A-Level results, boys finally closed the gap with
regards to top grades (A*-B) for the first time in a generation. Not only have there been gender differences
in achievement but there are also clear differences in subject choice at GCSE and A-Levels.
The facts on gender differences in educational achievement
On starting school results from entrance tests suggest that girls score higher marks right from the
start of their educational experience. These test children on skills such as literacy, numeracy and
emotional development along with other skills. In addition, boys are two and a half times more
likely to have requirements of special educational needs compared to girls.
DFE (2013) found that girls were also better than boys at concentrating.
Key stages 1 -3 – girls do better than boys, the gender gap widens further with
English, however the gap in maths and science is smaller.
Girls are more successful than boys in most GCSE subjects, outperforming boys in every
major subject, though boys are catching up with girls in more subjects each year. In English at GCSE,
the gender gap is huge, with 73% of girls getting an A*-C, compared to 59% of boys in 2011. In
2011, 83% of girls got 5 or more GCSEs (grades A*-C) compared to 75% of boys.
A-Level – girls are more likely to sit, pass and get higher grades than boys, although the gap is much
narrower than at GCSE. In 2013 46.8% of girls gained A or B grades but only 42.2% of boys. Even in
so called boys subjects like maths and physics girls were more likely than boys to get better grades.
Vocational courses – girls make up a smaller proportion of vocational courses, however a larger
proportion of girls achieve distinctions in every subject.
More females than males get accepted for full-time university degrees courses; in 2011, over half
(55%) of those accepted on degree courses were female, and 58% of all undergraduate students
and 54% of post-graduate students were female.
Female students are more likely to get top 1st class and upper 2nd-class degrees.
The Feminist View of Female 1
Achievement
, While there have clearly been changes in gender and educational achievement, sociologists differ in their
interpretation of the importance of these changes.
Liberal feminists
Liberal feminists celebrate the progress made so far in improving achievement, they refer to this as a
march of progress. They believe that further progress will be made by continuing development of equal
opportunities policies, encouraging positive role models and overcoming sexist attitudes and stereotypes.
This is similar to the functionalist view that education is a meritocracy where all individuals, regardless of
gender, ethnicity or class, are given an equal opportunity to achieve.
Radical feminists
Radical feminists take a more critical view. While they recognise that girls are achieving more, they
emphasise that the system remains patriarchal (male-dominated) and conveys the clear message that it is
still a man’s world. For example;
- Sexual harassment of girls continues at school
- Education still limits their subject choices and career options.
- Although there are now more female head teachers, male teachers are still more likely to become
heads of secondary schools.
- Women are under-represented in many areas of the curriculum. For example, their contribution to
history is largely ignored. One sociologist describes the secondary school history curriculum as a
‘woman-free zone’
Reasons for Improvements in Girls’
Achievement
The possible reasons for improvements in girls’ educational achievement can be divided into external and
internal factors:
External factors – Factors outside of the education system such as home and family background.
Internal factors – Factors within the school and the education system.
External Factors 2
Core Study guide
Paper 1: Education with Theory and Methods
Specification Area:
Differential educational achievement of social groups by social class,
gender, and ethnicity in contemporary society.
Name:
,Introduction
Gender differences in educational achievement have been apparent right from the introduction of
compulsory education in 1880. It may be a good idea to revisit topic 2 (The history of education) and check
out the references to gender within that guide. In the past, it seemed that boys outperformed girls within
the education system, however this was usually due to social policy that gave them a significant advantage.
In this topic, we will be observing the reasons why girls have been outperforming boys at each level of the
education system since 1988. Interestingly in the 2017 A-Level results, boys finally closed the gap with
regards to top grades (A*-B) for the first time in a generation. Not only have there been gender differences
in achievement but there are also clear differences in subject choice at GCSE and A-Levels.
The facts on gender differences in educational achievement
On starting school results from entrance tests suggest that girls score higher marks right from the
start of their educational experience. These test children on skills such as literacy, numeracy and
emotional development along with other skills. In addition, boys are two and a half times more
likely to have requirements of special educational needs compared to girls.
DFE (2013) found that girls were also better than boys at concentrating.
Key stages 1 -3 – girls do better than boys, the gender gap widens further with
English, however the gap in maths and science is smaller.
Girls are more successful than boys in most GCSE subjects, outperforming boys in every
major subject, though boys are catching up with girls in more subjects each year. In English at GCSE,
the gender gap is huge, with 73% of girls getting an A*-C, compared to 59% of boys in 2011. In
2011, 83% of girls got 5 or more GCSEs (grades A*-C) compared to 75% of boys.
A-Level – girls are more likely to sit, pass and get higher grades than boys, although the gap is much
narrower than at GCSE. In 2013 46.8% of girls gained A or B grades but only 42.2% of boys. Even in
so called boys subjects like maths and physics girls were more likely than boys to get better grades.
Vocational courses – girls make up a smaller proportion of vocational courses, however a larger
proportion of girls achieve distinctions in every subject.
More females than males get accepted for full-time university degrees courses; in 2011, over half
(55%) of those accepted on degree courses were female, and 58% of all undergraduate students
and 54% of post-graduate students were female.
Female students are more likely to get top 1st class and upper 2nd-class degrees.
The Feminist View of Female 1
Achievement
, While there have clearly been changes in gender and educational achievement, sociologists differ in their
interpretation of the importance of these changes.
Liberal feminists
Liberal feminists celebrate the progress made so far in improving achievement, they refer to this as a
march of progress. They believe that further progress will be made by continuing development of equal
opportunities policies, encouraging positive role models and overcoming sexist attitudes and stereotypes.
This is similar to the functionalist view that education is a meritocracy where all individuals, regardless of
gender, ethnicity or class, are given an equal opportunity to achieve.
Radical feminists
Radical feminists take a more critical view. While they recognise that girls are achieving more, they
emphasise that the system remains patriarchal (male-dominated) and conveys the clear message that it is
still a man’s world. For example;
- Sexual harassment of girls continues at school
- Education still limits their subject choices and career options.
- Although there are now more female head teachers, male teachers are still more likely to become
heads of secondary schools.
- Women are under-represented in many areas of the curriculum. For example, their contribution to
history is largely ignored. One sociologist describes the secondary school history curriculum as a
‘woman-free zone’
Reasons for Improvements in Girls’
Achievement
The possible reasons for improvements in girls’ educational achievement can be divided into external and
internal factors:
External factors – Factors outside of the education system such as home and family background.
Internal factors – Factors within the school and the education system.
External Factors 2
