Internal factors of gender differences

Equal opportunities policies (for girls)

• The national curriculum made it so both boys and girls have to study the same subjects. 

• WISE (Women in Science and Engineering) - encourages girls to pursue areas in STEM subjects

• GIST (Girls in Science and Technology)

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Impact on achievement:

Girls are encouraged to pursue STEM based careers due to female role models in these areas.

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Evaluation:

• GIST no longer exists 

• STEM sectors are still seen as male dominated - discouraging girls to pursue careers based in them.

Coursework

Study - Gorard

• Found that the gender gap in achievement was fairly constant until the introduction of coursework - boys struggled to complete it due to it being a product of the changed system of assessment rather than the failure of boys.

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Study - Mitsos + Brown (reasons):

• Girls spend more time on their work

• Girls take care with their presentation

• Girls are better at meeting deadlines

• Girls bring the right equipment

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Impact on achievement:

• These factors helped girls to benefit from the introduction of coursework in GCSE and in A Level

• A result of early gender role socialisation -> girls are more encouraged to be neat and tidy -> an advantage in today's system.
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Evaluation:

• Majority of subjects have gotten rid of coursework, yet girls are still outperforming boys.

Teachers attention

Study - Frana’s 

• Teachers devote more negative attention to boys + more positive attention to girls.

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Boys: 

• Dominate whole class discussions 

• Hostile interruptions

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Girls:

• Prefer pair-work + group-work

• Better at listening

• Better at cooperating

• Take turns when speaking

↳ Leads to why teachers respond positively to girls

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Impact on achievement: 

• Leads to SFP - successful interactions with teachers increase girls’ self esteem -> raises achievement levels.

Feminisation of education (for boys)

Sewell:

• Claims boys fall behind in education as it has become ‘feminised’ as schools do not nurture traits such as competitiveness and leadership. 

• Instead, they nurture qualities associated with girls, such as methodical working and attentiveness in class

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Impact on achievement:

• Less praise towards boys -> less encouragement -> SFP

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Evaluation:

• Skelton claims feminisation of teaching does not negatively impact the educational performance of boys (65% of children said gender of teacher does not matter, with no major difference between boys and girls)

Shortage of male primary school teachers

• Lack of male teachers - they discipline boys better than female teachers. 

• The presence of a male teacher makes them behave better and work harder.

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Impact on achievement: 

• Lack of correcting behaviour -> poorer behaviour + less concentration on work.

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Evaluation:

• Skelton claims feminisation of teaching does not negatively impact the educational performance of boys (65% of children said gender of teacher does not matter, with no major difference between boys and girls)

Laddish subcultures

Epstein:

• Working class boys are more likely to be harassed + subject to homophobia.

• Being interested in education is seen as ‘feminine’ and ‘gay’.

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Impact on achievement: 

• Males reject schoolwork to not be perceived as feminine and/or gay.

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Evaluation:

• These subcultures are mainly W/C as M/C are less likely to join these subcultures BUT they still underperform compared to girls.