Gender Differences in Achievement Flashcards
How has achievement changed in terms of gender?
- In the 1980s boys used to outperform girls
- Today, girls do better than boys by about 8% points at GCSE.
- There are about 30% more girls in university than boys.
What are some external factors which contribute to boys’ achievement?
- Boys and literacy.
- Globalisation and the decline in traditional men’s jobs.
How does ‘boys and literacy’ impact gender achievement?
DCSF (2007) found that the gender gap is mainly the result of boys’ poorer literacy and language skills. This may be a result of:
- parents typically spending more time reading to daughters than sons.
- it is usually the mother who reads to the children, presenting it as a feminine activity. Epstein et al. (1998) argue that boys’ subcultures often devalue reading and writing as ‘feminine’ activities.
- boys’ ‘leisure pursuits’ (i.e. playing sports) do not contribute to language and communication skills like girls’ ‘bedroom culture’ (role-play and tea parties) does.
How can we evaluate ‘boys and literacy’?
- it is an overgeneralization – not all boys engage in ‘leisure pursuits’ that limit literacy, and not all girls engage in ‘bedroom culture.’
- It ignores other factors – the gender gap in education is also influenced by school factors (e.g., teacher expectations, assessment methods, school policies) and wider social changes (e.g., feminism, changing job opportunities for women).
- It changes over time – gender roles in parenting and childhood activities may have shifted. More fathers are now involved in childcare, and boys may engage in activities that develop communication skills (e.g. online gaming).
How does globalisation and the decline of traditional men’s jobs affect achievement?
Since the 1980s, there has been major decline in heavy industries such as mining and engineering which traditionally employed mostly men. This is partly due to globalisation which makes it cheaper to outsource this kind of labour in other countries.
Mitsos and Browne claim that this decline in employment opportunities has caused an ‘identity crisis’. Boys feel they have little hope of getting what they see as a ‘proper job’ so lack motivation or self-esteem.
How can we evaluate the impact of globalisation on achievement?
- Most of the jobs which have seen a decline require very few (if any) qualifications so the lack thereof should not affect motivation for achievement.
- It doesn’t apply to all boys – the ‘identity crisis’ explanation mainly applies to working-class boys in industrial areas. Middle-class boys, who often aspire to professional careers, may not be affected in the same way.
- It ignores educational and cultural factors – the argument ignores school-based reasons for boys’ underachievement, such as teacher expectations, peer pressure, and changes in assessment methods.
- Girls have also faced economic change – women have historically faced job insecurity and discrimination but have still improved their educational performance. This suggests that employment prospects alone cannot fully explain boys’ underachievement.
What are some internal factors which contribute to boys’ achievement?
- Feminisation of education.
- Shortage of male primary school teachers.
- Laddish subculture.
How does the feminisation of education impact boys’ achievement?
Sewell (2006) claimed that boys are falling behind because the education system has become feminised. Schools do not nurture typically masculine traits like competitiveness and leadership. Instead they celebrate these qualities associated with girls like being neat and tidy.
Sewell also believes coursework hinders boys as it limits the time they can spend outside after school.
How can we evaluate the impact of the feminisation of education on boys’ achievement?
- It is an overgeneralization of gender traits – Sewell assumes that competitiveness and leadership are inherently masculine traits, while neatness and attentiveness are feminine. This reinforces outdated gender stereotypes rather than acknowledging that all students can develop these qualities.
- It exaggerates the impact of coursework – although coursework benefited girls more than boys, its importance has declined due to recent educational reforms that re-emphasize exams. If coursework was a major cause of boys’ underachievement, we would expect to see a significant improvement in boys’ performance.
How does the shortage of male primary school teachers impact boys’ achievement?
According to Yougov (2007), only 13% of primary school teachers are male and 39% of 8-11 year old boys have no lessons with a male teacher.
Most boys surveyed agreed that the presence of a male teacher makes them behave better and 42% said they work harder.
How can we evaluate the impact of the lack of male primary school teachers on boys’ achievement?
- Francis (2006) found that the gender of teachers made no difference to 2/3 of 7-8 year olds.
- Just because boys say they behave better and work harder with male teachers does not mean male teachers cause this improvement. Other factors, such as teaching styles, school policies, or peer influences, could play a bigger role. For example, Read (2008) studied the discipline styles of teachers (disciplinarian discourse/liberal discourse).
- Middle-class boys, who tend to have more educational support at home, may not be as affected by the gender of their teacher. Working-class boys, who may lack male role models outside of school, could be more impacted—but this explanation doesn’t apply universally.
- If the lack of male teachers is a key issue for boys, then the lack of female teachers in subjects like physics or engineering should disadvantage girls. However, girls consistently outperform boys across most subjects.
How do laddish subcultures impact boys’ achievement?
Epstein (1998) found that working class boys are likely to be labelled as sissies and subject to homophobic abuse if they appear to be ‘swots’ who work too hard.
Francis (2001) found that boys are more concerned about being labelled because it is more of a threat to their masculinity than to girls’ femininity.
As more girls move into traditionally masculine areas in school, boys become increasingly laddish to construct themselves as non-feminine.
How can we evaluate the impact of laddish subcultures on boys’ achievement?
- Mac an Ghaill (1994) found that middle-class ‘academic achievers’ were respected by their peers, suggesting that laddish subcultures do not affect all boys equally.
- Archer (2010) found that working-class girls often adopt ‘hyper-feminine’ identities that conflict with academic success, suggesting that gender expectations impact both boys and girls in different ways.
What are some external factors which contribute to girls’ achievement?
- The impact of feminism.
- Changes in the family.
- Changes in women’s employment.
- Girls’ changing ambition.
What is the impact of feminism on girls’ achievement?
It has raised the expectations and self-esteem of women.
McRobbie (1994) studied girls’ magazines to illustrate this change. She found that in the the 1970s, they placed emphasis on a husband and marriage. Now they focus more on assertive and independent women.
These changes can impact the way a girl views herself and how high she sets her ambitions.
How can we evaluate the impact of feminism on girls’ achievement?
- The study assumes that all girls benefit equally from changing expectations, but working-class girls may still face traditional gender roles, and some ethnic minority groups may prioritize different cultural values.
- While media can shape attitudes, other factors such as family, school, and peer groups also play a significant role in shaping girls’ ambitions.
- Despite increased ambition, women still face structural barriers in employment, such as the gender pay gap and the glass ceiling, which suggests that changing media narratives alone have not created full equality.
How do changes in the family impact girls’ achievement?
Recent changes since the 1970s include:
- an increase in divorce rate
- a decreasein first marriages
- an increase in lone-parent families
- an increase in smaller families
These changes can influence girls’ attitudes towards education and what it offers. More lone-parent families encourages women to take on the bread-winner role which requires more qualifications. Therefore, girls work harder at school. Likewise, the divorce rate tells women they don’t always have to rely on a man and can succeed by themselves.
Wilkinson also argues that the changing roles and attitudes of women is a ‘genderquake’ as they no longer value marriage in the way they use to, prioritising their individual career far more.
How can we evaluate the impact of changes in the family on girls’ achievement?
- Archer’s (2010) research suggests some young women (particularly the working class) prioritize family over careers despite these societal changes.
- Other factors like educational reforms (e.g., the introduction of coursework, equal opportunities policies) may be more directly responsible.
