Gender differences in educational achievement

Introduction to Gender and Education

In the past, the main concern in education was that girls were being "left behind." However, since the 1990s, the focus has shifted. Today, girls generally outperform boys at every level of the UK education system. In these notes, we will explore why this shift happened, looking at factors outside of school (external) and factors inside the classroom (internal). We will also look at why boys and girls still tend to choose very different subjects.

Quick Review: When we talk about "achievement," we are looking at exam results, national test scores (like SATs), and the likelihood of staying in education to go to university.

1. External Factors: Changes Outside the School

These are changes in wider society that affect how girls and boys view education before they even step through the school gates.

The Impact of Feminism

Since the 1960s, the feminist movement has challenged the traditional stereotype of women as solely housewives and mothers. This has led to changes in the law (like the Equal Pay Act) and, more importantly, a change in girls' self-image and ambitions. Many girls now see a career and independence as their primary goals, rather than marriage.

Changes in the Family

There have been huge changes in UK family life, such as an increase in divorce rates and more lone-parent families (mostly headed by women).
Why this matters: These women often act as positive role models for girls, showing them that they need their own qualifications to be breadwinners and independent adults.

Changes in Women’s Employment

The rise of the "service sector" (office work, healthcare, teaching) has created more "feminised" career opportunities. With more jobs available, girls have a clear incentive to work hard in school to get the qualifications needed for these roles.

Girls’ Changing Ambitions

Research suggests a major shift in how girls view their future. In the past, priorities were "love, marriage, husbands, and children." Today, the order has flipped: "job, career, and being able to support themselves" come first. Education is seen as the "key" to unlocking that future.

Key Takeaway: Girls are now more motivated because they see a direct link between working hard in school and having a successful, independent life.

2. Internal Factors: Changes Inside the School

Sociologists also look at how the school environment itself has changed to become more "girl-friendly."

Equal Opportunities Policies

Teachers are now much more sensitive to gender stereotypes. Policies like GIST (Girls into Science and Technology) and WISE (Women into Science and Engineering) have encouraged girls to pursue non-traditional subjects. The introduction of the National Curriculum in 1988 also meant that boys and girls had to study mostly the same subjects.

Positive Role Models in Schools

There has been an increase in the proportion of female teachers and headteachers. This shows girls that women can achieve positions of high status and authority, giving them something to aim for.

GCSEs and Coursework

Some sociologists argue that the way we assess students helps girls. Girls are often socialised to be more organised, tidy, and better at meeting deadlines—skills that are perfect for coursework. While coursework has been reduced in recent years, the "gap" in achievement grew significantly when it was first introduced.

Teacher Attention and Labelling

Studies of classroom interaction show that teachers often respond differently to boys and girls:

• Boys tend to get more attention, but it is often negative (reprimands for bad behaviour).
• Girls are often seen as "ideal pupils"—cooperative and helpful. This positive labelling can lead to a self-fulfilling prophecy where girls work harder because teachers expect more from them.

Challenging Stereotypes in the Curriculum

In the past, school textbooks often portrayed women as housewives and men as scientists or explorers. Much of this sexist imagery has been removed and replaced with more balanced representations, boosting girls' confidence.

Did you know? Some sociologists argue that marketisation (schools competing for students) has helped girls. Because girls generally get better results, schools are more likely to "recruit" them to move up the league tables.

3. Boys and Underachievement

While girls’ achievement has improved, there is a growing concern about why boys are falling behind. Here are the main reasons identified in the curriculum:

Boys and Literacy

Parents often spend less time reading to their sons than their daughters. "Reading" is often seen as a "feminine" activity. Boys' leisure pursuits (like football or gaming) don't involve the same language skills as girls' "bedroom culture" (staying in and talking with friends), leading to a literacy gap.

The Decline of Traditional Men’s Jobs

Since the 1980s, there has been a decline in heavy industries (mining, steel, shipbuilding). These were "jobs for life" for working-class men. Some argue this has led to a "crisis of masculinity," where boys feel they have no clear future role, so they give up on education.

The Feminisation of Education

Some argue that schools have become "feminised"—they celebrate traits like quiet reflection and methodical work, which may alienate boys. There is also a shortage of male primary school teachers, meaning many boys grow up without a male role model who demonstrates that "learning is for men."

"Laddish" Subcultures

In many working-class communities, "doing work" is seen as "un-masculine" or "girly." Boys may join anti-school subcultures where they gain status by disrupting lessons and "acting tough" to avoid being teased by their peers.

Common Mistake: Don't assume all boys are failing! The gender gap is narrowest among the middle class and widest among the working class. Social class is still a massive factor alongside gender.

4. Gender and Subject Choice

Even though girls do better overall, "boys' subjects" (Physics, Maths, Computing) and "girls' subjects" (Sociology, English, Arts) still exist. Why?

• Gender Role Socialisation: From a young age, children are given different toys and encouraged to do different activities. Boys are expected to be active and "mechanical," while girls are expected to be nurturing and communicative.
• Gendered Subject Images: Science is often seen as a "masculine" subject because teachers are often male and the examples in textbooks often relate to male interests (like cars or rockets).
• Peer Pressure: Students often choose subjects that fall within their "gender territory." A boy might avoid Drama because he fears being teased by his friends.
• Gendered Career Opportunities: Jobs are still highly "gendered." Nursing and childcare are seen as "female" jobs, while construction and engineering are seen as "male." Students choose subjects that lead to these traditional careers.

5. Gender Identity and Schooling

Schools aren't just places for exams; they are places where gender identities are reinforced.
The Male Gaze: This is the way male pupils and teachers look at girls as sexual objects. This reinforces dominant masculinity and can make girls feel uncomfortable or devalued in the school environment.

Double Standards: There is often a double standard in how sexual behaviour is judged. For example, boys may be "praised" for sexual conquests, while girls are "shamed" for the same behaviour. This reinforces the idea that men are dominant and women are subordinate.

Quick Review Quiz

1. Identify one external factor for girls' improvement in education.
2. What do the initials GIST stand for?
3. Why might the decline of heavy industry affect boys' motivation?
4. Give one reason why boys and girls choose different subjects.

Answers: 1. Changes in the family/Feminism/Employment. 2. Girls into Science and Technology. 3. It creates a "crisis of masculinity" or a feeling that there are no jobs for them. 4. Gender role socialisation/Subject images/Peer pressure.

Summary: The Big Picture

The gender gap in education is a complex mix of changing opportunities for women and changing identities for men. While girls have broken through many barriers, subject choices remain heavily divided, and working-class boys remain one of the lowest-achieving groups in the UK.