internal factors influencing gender differences in achievement

Question 1

what internal factors in school help explain gender differences in achievement?

Answer 1

• equal opportunities policies
• positive female role models in schools
• gcse and coursework
• teacher attention and classroom interaction
• challenging stereotypes in the curriculum
• selection and league tables

Question 2

equal opportunities policies

Answer 2

• feminist ideas raised awareness of gender issues in education
• belief in equal opportunities now part of mainstream thinking
• led to policies like:
  
  • gist (girls into science and technology)
  • wise (women into science and engineering)
• actions taken include:
  
  • female scientist role models visiting schools
  • raising science teachers’ awareness of gender
  • providing non-sexist careers advice
  • creating learning materials reflecting girls’ interests
• 1988 national curriculum made girls and boys study mostly the same subjects
• jo boaler (1998): equal opportunity policies helped remove barriers
  
  • schools became more meritocratic
  • girls, who generally work harder, now achieve more

Question 3

positive role models in school

Answer 3

• more female teachers and heads in schools
• show girls that women can achieve positions of importance
• provide non-traditional goals for girls to aim for
• women teachers = important role models
  
  • they have achieved success through education
  • show that academic achievement leads to career success

Question 4

GCSE and coursework

Answer 4

• stephen gorard (2005): gender gap was stable until 1989, then widened
  
  • 1989 = introduction of gcse and coursework
  • gender gap is a product of assessment changes, not boys’ general failure
• mitsos and browne (1998): girls do better in coursework because they:
  
  • spend more time on work
  • present work neatly
  • meet deadlines
  • bring correct equipment
• girls also benefit from oral exams due to stronger language skills
• these traits come from early gender role socialisation
  
  • girls are taught to be neat, tidy, and patient
• elwood (2005): coursework plays a role, but exams matter more in final grades
  
  • so coursework not the only reason for gender gap

Question 5

teacher attention

Answer 5

• teacher interaction differ for boys and girls
• jane and peter french (1993): boys get more attention due to more reprimands
• becky francis (2001):
  
  • boys are disciplined more harshly
  • feel picked on
  • teachers have lower expectations of boys
• swann (1998):
  
  • boys dominate whole-class discussions
  • girls prefer pair/group work, are better at listening and cooperating
  • girls use turn-taking, boys use hostile interruptions
• teachers respond more positively to girls, seen as cooperative
• may lead to self-fulfilling prophecy:
  
  • positive teacher interaction boosts girls’ self-esteem and achievement

Question 6

challenging stereotypes in the curriculum

Answer 6

• some sociologists argue that the removal of gender stereotypes from textbooks, reading schemes and other materials has removed barrier to girls achievement
• older materials (1970s–80s) showed women as housewives, scared of science, and less inventive
• gaby weiner (1995): since 1980s, teachers challenged stereotypes
• sexist images removed from textbooks and learning resources
• girls now see more positive images of women’s abilities
• this helps raise girls’ achievement by broadening their aspirations and confidence

Question 7

selection and league tables

Answer 7

• marketisation policies created a competitive school climate
• david jackson (1998):
  
  • league tables make high-achieving girls attractive to schools
  • low-achieving boys less desirable
  • girls more likely to get into good schools → self-fulfilling prophecy
• roger slee (1998):
  
  • boys seen as less attractive due to behavioural issues
  • 4x more likely to be excluded
  • seen as liability students, damaging league table performance
  • give schools a ‘rough, tough’ image, deterring high-achieving girls from applying

Question 8

how do feminists view changes in gender and educational achievement?

Answer 8

• liberal feminists:
  
  • celebrate progress made
  • believe in continued improvement through:
    
    • equal opportunities policies
    • positive role models
    • challenging sexist attitudes and stereotypes
  • similar to functionalist view: education is a meritocracy
• radical feminists:
  
  • system still patriarchal despite girls’ progress
  • examples of continued inequality:
    
    • sexual harassment of girls at school
    • limited subject choices and career paths
    • men more likely to become secondary school heads
    • women under-represented* in curriculum
      
      • weiner (1993): history curriculum = ‘woman-free zone’