Internal Factors and Gender Differences in Achievement

Question 1

How has equal opportunities policies affected gender achievement?

Answer 1

• Policy makers and teachers are more aware of gender issues and stereotypes and belief of equal opportunities is more mainstream
• GIST (Girls into science and technology), WISE (Women into science and engineering) and the programme #PrettyCurious by EDF energy encourages girls to pursue careers in non-traditional areas.
• The introduction to the National Curriculum in 1988 made it so all students study the same subjects. Kelly (1987) highlights how making science a core subject helped to increase equality
• Boaler (1998) argues polices are the reason for changes in female achievement. Barriers have been removed and schooling is more meritocratic.

Question 2

How has positive role models in schools affect gender achievement?

Answer 2

• In 2021, primary schools has 82.4% female teachers which shows girls women can achieve position of importance. Encourages them to gain an education and have non-traditional goals
• There’s social stigma around men teaching in primary as it’s seen as effeminate

Question 3

How has GCSE and coursework affected gender achievement?

Answer 3

• Gorard (2005) found the gender gap achievement was fairly constant from 1975 until 1989, when it increased. The year GCSEs and coursework were introduced. He concludes the gender gap is a ‘product of the changed system of assessment rather than any more general failing of boys’
• Mitsos and Browne (1998) support this and conclude girls are better at coursework as they are better organised, spend more time on work, better at meeting deadlines, bring right equipment and have better language skills due to primary socialisation (‘bedroom culture). This helps them to achieve.
• However, Elwood (2005) argues exams have more influence than coursework on final grades

Question 4

How does teacher attention affect gender achievement?

Answer 4

• French (1993) found attention directed towards boys is in relation to behaviour and reprimands
• Swann (1998) found gender differences in communication styles. Boys dominate in whole-class discussion while girls prefer pair or group work as they listen, cooperate and take turns talking better.
• Shows how teachers respond positively to girls, who are cooperative, while boys are seen as disruptive. Leads to self-fulfilling prophecy where girls raise their achievement levels

Question 5

How does the curriculum challenge gender stereotypes?

Answer 5

• Removal of stereotypes in textbooks and learning materials has removed a barrier to girls’ achievement
• Lobban (1974) found books in primary are gender stereotyped. Half as many females as male character appeared and females were shown in domestic. Further 35 heroines compared to 71 heroes
• Weiner (1995) argues since the 1980s, teachers have challenged stereotypes and sexist images have been removed from learning material. This helped to raise girls’ achievement with positive images

Question 6

How does selection and league tables affect gender achievement?

Answer 6

• Marketisation created a competitive climate where girls are desirable recruits as they have better results
• Jackson (1998) notes exam league tables improved opportunities for girls as they are attractive to schools. Creates self-fulfilling prophecy as they are recruited by good schools, they are more likely to do well.
• Slee (1998) found boys are seen as liability students, obstacles to high league table scores and give schools a ‘rough’ image, as they have more behavioural difficulties and are 4x more likely to be excluded.

Question 7

What is the liberal feminist view on girls’ achievement?

Answer 7

Believe gradual progress and equality for women has been made and will continue through polices, role models and attitudes changes.

Question 8

What is the radical feminist view on girls’ achievement?

Answer 8

• Recognise girls are achieving more but emphasise the system is still patriarchal:
• Sexual harassment remains in school. 59% of young women said in 2014 they experienced sexual harassment at school in the past year
• Educations still limits girls’ subject choices and career options
• Women are under-represented. Weiner (1993) argues the secondary school history curriculum is a ‘woman-free zone’
• Men are still more likely to be heads of secondaries