Welcome to the Study of Gender and Education!
In this chapter, we explore one of the most fascinating shifts in modern sociology: the "gender gap" in education. Not too long ago, boys were the ones expected to succeed while girls were often pushed toward domestic roles. Today, in many parts of the world, the story has flipped—girls are generally outperforming boys at almost every level of the education system. Why did this happen? And why are some boys falling behind? We will look at factors both outside the school (socialisation and society) and inside the school (teachers and subcultures) to find out.
1. Gender Socialisation and Attainment
Socialisation is the process of learning the norms and values of our culture. Sociologists argue that the way parents raise boys and girls differently prepares them for school in different ways.
Girls and "Bedroom Culture":
Many sociologists suggest that girls are socialised into a "bedroom culture." They are often encouraged to stay indoors, read, and talk with friends. This helps them develop strong communication skills and literacy—skills that are vital for success in subjects like English and Humanities. Because they spend more time being quiet and focused at home, they often find the "sit down and listen" environment of a classroom easier to handle.
Boys and Active Play:
Boys are often socialised to be active, loud, and competitive. While this builds confidence, it can sometimes clash with school rules that value sitting still and being quiet. Boys may also be encouraged to spend more time outdoors playing sports rather than reading, which can lead to a gap in literacy skills early on.
Key Takeaway: Traditional socialisation often gives girls a "head start" in the types of communication and concentration skills that schools value most.
2. Wider Social Changes
The world around the school gates has changed massively over the last few decades. These changes have a huge impact on how students view their future.
Changing Female Expectations
In the past, many girls saw their future primarily as wives and mothers. However, due to the influence of feminist movements and changes in the law (like equal pay acts), girls’ expectations have shifted.
Example: Instead of dreaming of marriage at 20, many girls now prioritise getting a degree and a high-flying career. This "ambition shift" means girls are more motivated than ever to work hard in school to achieve financial independence.
The Crisis of Masculinity
While girls’ opportunities have opened up, some sociologists argue that boys are facing a "crisis of masculinity." In the past, boys knew they could leave school and get a manual job in industry (like mining or manufacturing) and be the "breadwinner."
Many of these traditional male jobs have disappeared due to globalisation. This can leave some boys feeling like they don't have a clear "role" in the future. If they don't see a clear path to a job, they may lose interest in education, feeling that "school is pointless."
Quick Review: Girls are motivated by new opportunities and independence, while some boys are demotivated by the loss of traditional male career paths.
3. Teacher Expectations and Classroom Behaviour
What happens inside the classroom is just as important as what happens at home. The way teachers interact with students can create a "self-fulfilling prophecy."
The "Ideal Pupil":
Teachers often (sometimes unconsciously) view girls as the "ideal pupil." Girls are frequently seen as more cooperative, tidy, and better at meeting deadlines. Because teachers have high expectations for girls, they may give them more positive encouragement.
Labelling Boys:
On the other hand, boys are often labelled as "troublemakers" or "disruptive." Research shows that teachers may spend more time disciplining boys than helping them with their work. If a boy is constantly told he is "naughty" or "lazy," he may eventually start to believe it and stop trying—this is a self-fulfilling prophecy.
The Gendered Curriculum:
The curriculum (what is taught) can also be gendered. For a long time, textbooks and lessons were criticised for being "male-centered." Today, many schools have worked hard to include more female roles in history and science, which has helped girls feel more included. However, some argue that the move toward more coursework in the past favoured girls (who tend to be more organised), while terminal exams (one big test at the end) might favour the "all or nothing" approach some boys take.
4. Gender and Subcultures
Peer pressure plays a massive role in educational attainment. We call these groups pupil subcultures.
"Laddish" Subcultures:
For many boys, there is a lot of pressure to be "macho." In some peer groups, it is seen as "un-masculine" or "uncool" to work hard or be the "teacher's pet." To fit in, boys may join anti-school subcultures where they gain status by breaking rules and "messing about." This "laddish" behaviour is a major barrier to boys' achievement.
Pro-School Girl Subcultures:
While girls can also have anti-school groups, they are more likely to form subcultures that support each other's learning. Girls often work in groups, share notes, and encourage each other to succeed. Success in school is often seen as "cool" or desirable in female peer groups.
Don't forget: Social class and ethnicity also play a role here! A middle-class boy might find it easier to resist "laddish" pressure than a working-class boy who feels he has more to prove to his peers.
Summary: Putting it all together
To do well in your exam, remember that gender inequality in education isn't caused by just one thing. It is a mix of:
- Socialisation: How we are raised (Reading vs. Active play).
- Societal Shifts: Girls becoming more ambitious; boys feeling a "crisis of masculinity."
- School Factors: Teachers labelling girls as "ideal" and boys as "disruptive."
- Subcultures: The pressure on boys to be "lads" versus the pro-school attitudes of many girls.
Common Mistake to Avoid:
Avoid saying "girls are naturally smarter than boys." Sociologists focus on social reasons (like the ones above) rather than biological ones. Always look for how society and schools shape the way students behave!
Note: For more on how these factors interact with other inequalities, see the chapters on Social Class and Ethnicity.