gender and subject choice

Question 1

do boys and girls choose different subjects in school?

Answer 1

• there is still a traditional pattern of ‘boys’ and ‘girls’ subjects’
• boys more likely to choose maths and physics
• girls more likely to choose modern languages
• national curriculum limits choice until age 16
• where choice exists (e.g. post-16), students follow different ‘gender routes’
• pattern seen in:
  
  • national curriculum options
  • as and a levels
  • vocational courses

Question 2

national curriculum choices

Answer 2

• even when subjects are compulsory, students make gendered choices
• in design and technology:
  
  • girls tend to choose food technology
  • boys prefer graphics and resistant materials
• shows continued influence of gender roles on subject selection

Question 3

vocational courses

Answer 3

• vocational courses prepare students for specific careers
• strong pattern of gender segregation in training
• example: only 1 in 100 childcare apprentices is a boy
• shows career paths often reflect traditional gender roles

Question 4

explanations of gender differences in subject choice: gender role socialisation

Answer 4

• gender role socialisation = learning expected male/female behaviours
• fiona norman (1988): from early age, boys and girls are given different toys, clothes, activities
• eileen byrne (1979): schools encourage boys to be tough, girls to be quiet and tidy
• leads to different reading preferences:
  
  • boys: hobby books, info texts → prefer science
  • girls: stories about people → prefer english
• socialisation shapes gendered subject choices later in school

Question 5

what are gender domains and how do they affect subject choice?

Answer 5

• browne and carol ross (1991): children’s views shaped by gender domains
• gender domains = tasks/activities seen as male or female territory
  
  • e.g. mending a car = male, caring for a child = female
• kids feel more confident doing tasks in their own gender domain
  
  • girls do better at maths when it’s about food/nutrition
  • boys do better when it’s about cars
• patricia murphy (1991):
  
  • girls focus on feelings and people
  • boys focus on how things work
• helps explain why girls choose humanities/arts and boys choose science

Question 6

explanations of gender differences in subject choice: gendered subject choice

Answer 6

• subject image affects whether it’s seen as suitable for boys or girls
• kelly: science seen as a boys’ subject because:
  
  • more male teachers
  • examples in lessons/textbooks reflect boys’ interests
  • boys dominate labs and equipment
• anne colley (1998): computer studies seen as masculine because:
  
  • involves machines – part of male gender domain
  • teaching style is abstract, formal, lacks group work (favoured by girls)

Question 7

how does attending a single-sex school affect subject choice?

Answer 7

• pupils in single-sex schools have less stereotyped subject views
• diana leonard (2006):
  
  • girls in girls’ schools more likely to take maths and science a levels
  • boys in boys’ schools more likely to take english and languages
  • girls also more likely to study male-dominated university subjects
• institute of physics:
  
  • girls in single-sex state schools 2.4x more likely to take a-level physics than those in mixed schools
• subject perceptions shaped by both school and media (e.g. few female physicists on tv)

Question 8

explanations of gender differences in subject choice: gender identity and peer pressure

Answer 8

• peer pressure influences pupils to stick to gender norms
• boys may avoid music and dance – seen as outside their gender domain
• carrie paechter (1998):
  
  • sport seen as male domain
  • sporty girls face pressure for going against female stereotypes
• alison dewar (1990):
  
  • male students labelled girls ‘lesbian’ or ‘butch’ for liking sport
• institute of physics:
  
  • in mixed schools, girls feel off-put from doing physics
  • peers ‘police’ subject choices, reinforcing gender identity
• in single-sex schools, less peer pressure → girls more likely to choose male-dominated subjects

Question 9

explanations of gender differences in subject choice: gendered career opportunities

Answer 9

• employment is highly gendered – jobs seen as ‘men’s’ or ‘women’s’ work
• women’s jobs often reflect housework roles (e.g. childcare, nursing)
• over half of women work in just four sectors:
  
  • clerical, secretarial, personal services, cleaning
• this sex-typing shapes what boys and girls see as acceptable jobs
  
  • e.g. boys may avoid childcare if it’s seen as a female role
• helps explain why vocational courses are more gender-specific than academic ones
  
  • because they are closely tied to career plans

Question 10

explanations of gender differences in subject choice: gendered, vocational and class

Answer 10

• working-class pupils often base choices on traditional gender identity
• carol fuller (2011):
  
  • most wc girls aimed for jobs like childcare or hair & beauty
  • reflects their wc habitus – sense of what’s realistic for “people like us”
• work experience placements play a big role
  
  • placements were mostly in feminine, wc jobs (e.g. nursery nursing, retail)
• schools often steer girls toward certain jobs and vocational courses through these placements