internal factors - Achievement gender difference

Question 1

5 internal factors to why women now do better

Answer 1

Teachers attention 
Selection + league tables 
Equal op policies 
Positive role models in skl
GCSE + COURSEWORK

Question 2

Explain the impact of equal op policies on girls achievement.

Boaler

Answer 2

WISE AND GIST encouraged girls to do male dominated subjects and created op in ‘malestream’ subjects. Boaler sees these policies as the reason for the change in ambitions for girls also making school more meritocratic

Textbooks and teaching resources are less likely to stereotype girls in passive roles.

Question 3

Explain how positive role models in skl impact girls achievement.

Answer 3

in 1992, there was 50% of women head teachers in primary schools, by 2005, there was 66% (DfES 2007)
 More female teachers has helped girls have a role model for educational achievement
 It can be argued that primary schools have been ‘feminised’ – may have an impact on how far each gender sees schooling as part of their ‘gender domain’

Question 4

Explain how GCSE and coursework impact girls achievement.

GORAD

ELWOOD

Answer 4

 GORAD: found gender gap in achievement was constant from 1975-1989 – changed when GCSE’s and coursework were introduced – gap in achievement is the “product of the changed system of assessment”
 GCSE system benefits girls due to early socialisation of gender roles, meaning that they can meet demands of GCSEs and coursework, and therefore able to achieve greater success than boys
 However, ELWOOD argues that although coursework has some influence, it is unlikely to be the only cause of the gender gap – exams have more influence on final grades

Question 5

Explain how Teacher attention impact girls achievement.

SWANN

SWANN AND GRADDOL

FRANCIS

Answer 5

SWANN and GRADDOL due to quality of interactions they have with their teachers. Most time spent with girls is to help them where as with boys it is focused on behaviour management.

 FRANCIS: boys do get more attention, however were disciplined more harshly and felt picked on by teachers

 SWANN: found gender differences in communication styles. Boys dominated class discussions, whereas girls prefer group work and are better at listening – may explain why teacher respond more positively to girls than boys