internal factors in gender differences in achievement

what do sociologists means by internal factors

factors within schools and the education system, such as the effect of schools' equal opportunities policies.

While factors outside school may play an important part in explaining gender differences in achievement, factors within the education system itself are also important.

What are 6 of these factors ?

While factors outside school may play an important part in explaining gender differences in achievement, factors within the education system itself are also important. These include :

1. equal opportunities policies,

2. positive role models in schools

3. GCSE and coursework

4. teacher attention and classroom interaction

5. challenging stereotypes in the curriculum

6. selection and league tables.

1) Equal opportunities policies

• F_____ ideas have had a major impact on the education system.

• Policymakers are now much more aware of what?  and teachers are more sensitive to the need to avoid s____.

• which belief is now part of mainstream thinking and it influences educational policies?

1) Equal opportunities policies

• Feminist ideas have had a major impact on the education system.

• Policymakers are now much more aware of gender issues and teachers are more sensitive to the need to avoid stereotyping.

• The belief that boys and girls are entitled to the same opportunities is now part of mainstream thinking and it influences educational policies.

1) Equal opportunities policies

• For example, which 2 policies encourage girls to pursue careers in these n___-t___ areas?

• who have visited schools, acting as r___ m___;

• efforts have been made to raise what?

• n___-s____ careers advice has been provided and learning materials in science reflects what?

1) Equal opportunities policies

• For example, policies such as GIST (Girls into science and technology) and WISE (Women into science and engineering) encourage girls to pursue careers in these non-traditional areas.

• Female scientists have visited schools, acting as role models; efforts have been made to raise science teachers' awareness of gender issues; non-sexist careers advice has been provided and learning materials in science reflecting girls' interests have been developed.

1) Equal opportunities policies

• Similarly, how did the introduction of the National Curriculum in 19___ removed one source of gender inequality ?

1) Equal opportunities policies

• Similarly, the introduction of the National Curriculum in 1988 removed one source of gender inequality by making girls and boys study mostly the same subjects, which was often not the case previously.

1) Equal opportunities policies

• J___ B____ (1998) sees the impact of equal opportunities policies as a key reason for the changes in girl's achievement.

• Many of the b______ have been removed and schooling has become more m__ (based on equal opportunities) - so that girls, who generally w___ h___ than boys, achieve more.

1) Equal opportunities policies

• Jo Boaler (1998) sees the impact of equal opportunities policies as a key reason for the changes in girls' achievement.

• Many of the barriers have been removed and schooling has become more meritocratic (based on equal opportunities) - so that girls, who generally work harder than boys, achieve more.

2) Positive role models in school

• There has been an increase in what?

• These women in s___ p____ may act as role models for girls, showing them women can achieve what and giving them n___-t___ g___ to aim for.

• who are likely to be particularly important role models as far as girls' educational achievement is concerned since, to become a teacher, the individual must undertake what

2) Positive role models in school

• There has been an increase in the proportion of female teachers and heads.

• These women in senior positions may act as role models for girls, showing them women can achieve positions of importance and giving them non-traditional goals to aim for.

• Women teachers are likely to be particularly important role models as far as girls' educational achievement is concerned since, to become a teacher, the individual must undertake a lengthy and successful education herself.

3) GCSE and coursework

• Some sociologists argue that changes in the way pupils are a_____ have favoured who and disadvantaged who?

• For example, S____ G____ (2005) found that the gender gap in achievement was fairly c____ from 19___ until 19___, when it i___ sharply.

• This was the year in which what as introduced, bringing with it c____ as a major part of nearly all subjects.

• G___ concludes that the gender gap in achievement is a "product of what?rather than any more g____ f____ of boys"

3) GCSE and coursework

• Some sociologists argue that changes in the way pupils are assessed have favoured girls and disadvantaged boys.

• For example, Stephen Gorard (2005) found that the gender gap in achievement was fairly constant from 1975 until 1989, when it increased sharply.

• This was the year in which GCSE was introduced, bringing with it coursework as a major part of nearly all subjects.

• Gorard concludes that the gender gap in achievement is a "product of the changed system of assessment rather than any more general failing of boys"

3) GCSE and coursework

• E____ M____ and K____ B____ (19___) support G____

• why do they conclude that girls are more successful in coursework?

• in particular, what 4 things do girls do ?

• M____ and b___ argue that these factors have helped girls to benefit from what

3) GCSE and coursework

• Eirene Mitsos and Ken Browne (1998) support Gorard.

• They conclude that girls are more successful in coursework because they are more conscientious and better organised than boys.

in particular Girls:

• spend more time on their work

• take more care with the way it is presented

• , are better at meeting deadlines

• bring the right equipment and materials to lessons.

Mitsos and Browne argue that these factors have helped giris to benefit from the introduction of coursework in GCSE, AS and A level

3) GCSE and coursework

• Along with GCSE has come the greater use of oral exams- why is this also said to benefit girls ?

• Sociologists argue that these characteristics and skills are the result of what?

• For example, girls are more likely to be encouraged to be n___, t___ and p___.

• These qualities become an advantage in today's a____ system, helping girls achieve greater success than boys.

3) GCSE and coursework

• Along with GCSE has come the greater use of oral exams- This is also said to benefit girls because of their generally better developed language skills.

• Sociologists argue that these characteristics and skills are the result of early gender role socialisation in the family.

• For example, girls are more likely to be encouraged to be neat, tidy and patient.

• These qualities become an advantage in today's assessment system, helping girls achieve greater success than boys.

3) GCSE and courygsework

✘- However, J____ E____ (2005) argues that although coursework has some influence, it is unlikely to be the only cause of the gender gap- ht has more influence on final grades ?

3) GCSE and courygsework

✘- However, Jannette Elwood (2005) argues that although coursework has some influence, it is unlikely to be the only cause of the gender gap because exams have much more influence than coursework on final grades.

4 Teacher attention

• The way teachers i___ with boys and girls differs?

• When J____ and P____ F___ (1993) analysed c____ i____, why did they find that boys received more attention ?

• B____ F____ (2001) also found that while boys got more a___, they were d____ more h____ and felt p____ on by teachers, who tended to have lower e____ of them.

4 Teacher attention

• The way teachers interact with boys and girls differs

• When Jane and Peter French (1993) analysed classroom interaction, they found that boys received more attention because they attracted more reprimands.

• Becky Francis (2001) also found that while boys got more attention, they were disciplined more harshly and felt picked on by teachers, who tended to have lower expectations of them.

4 Teacher attention

• S___ (1998) also found gender differences in c____ s____. - explain the differences between girls and boys

• When working in g____, girls' speech involves t____ t___, and not the h____ i____ that often characterise boys' speech.

4 Teacher attention

• Swann (1998) also found gender differences in communication styles.

• Boys dominate in whole-class discussion, whereas girls prefer pair-work and group-work and are better at listening and cooperating.

• When working in groups, girls' speech involves turn taking, and not the hostile interruptions that often characterise boys' speech.

4 Teacher attention

• This may explain why teachers respond more positively to girls, whom they see as cooperative, than to boys, whom they see as potentially disruptive.

• This may lead to a self-fulfilling prophecy in which successful interactions with teachers promote girls' self-esteem and raise their achievement levels,

4 Teacher attention

• This may explain why teachers respond more p____ to girls, whom they see as c____, than to boys, whom they see as potentially d____.

• This may lead to what?

Challenging stereotypes in the curriculum

• Some sociologists argue that the removal of gender s_____ from what in recent years has removed a b____ to girls' achievement.

• Research in the 19__s and ___s found that reading schemes portrayed women in what way?, that physics books showed them as what ?and that maths books depicted what?

Challenging stereotypes in the curriculum

• Some sociologists argue that the removal of gender stereotypes from textbooks, reading schemes and other learning materials in recent years has removed a barrier to girls' achievement.

• Research in the 1970s and 80s found that reading schemes portrayed women mainly as housewives and mothers, that physics books showed them as frightened by science, and that maths books depicted boys as more inventive.

Challenging stereotypes in the curriculum

• G____ W____ (1995) argues that since the 1980s, teachers have challenged such s____. Also, in general, s____ images have been removed from learning materials.

• how may this have helped to raise girls' achievement ?

Challenging stereotypes in the curriculum

• Gaby Weiner (1995) argues that since the 1980s, teachers have challenged such stereotypes. Also, in general, sexist images have been removed from learning materials.

• This may have helped to raise girls' achievement by presenting them with more positive images of what women can do

Selection and league tables

• M_____ policies have created a more c_____ c____ in which schools see g____ as d____ r___ because they achieve better exam results.

• D_____ J_____ (1998) notes that the introduction of what has improved opportunities for girls: who are attractive to schools, whereas who is not.

• This tends to create a s____-f__ p____ - because girls are more likely to be recruited by good schools, they are more likely to do well.

Selection and league tables

• Marketisation policies have created a more competitive climate in which schools see girls as desirable recruits because they achieve better exam results.

• David Jackson (1998) notes that the introduction of exam league tables has improved opportunities for girls: high-achieving girls are attractive to schools, whereas low-achieving boys are not.

• This tends to create a self-fulfilling prophecy - because girls are more likely to be recruited by good schools, they are more likely to do well.

Selection and league tables

• R____ S_____ (1998) argues that boys are less attractive to schools - why?

  As a result, boys may be seen as l_____ students' - obstacles to the school improving its l____ t___ scores.

• They give the school a 'r____, t___' image that deters who from applying?

Selection and league tables

• Roger Slee (1998) argues that boys are less attractive to schools because they are more likely to suffer from behavioural difficulties and are four times more likely to be excluded.

  As a result, boys may be seen as liability students' - obstacles to the school improving its league table scores.

• They give the school a 'rough, tough' image that deters high-achieving girls from applying.

Two views of girls' achievement

• While there have clearly been changes in gender and educational achievement, sociologists differ in their interpretation of the importance of these changes - what are 2 different views are on girls achievement?

Two views of girls' achievement

While there have clearly been changes in gender and educational achievement, sociologists differ in their interpretation of the importance of these changes. 2 different views on girls achievement: 

• liberal feminist 

• radical feminist

Two views of girls' achievement- liberal feminist

• they celebrate what?

• They believe that further progress will be made in what 3 ways?

• how is similar to the functionalist view ?

Two views of girls' achievement- liberal feminist

• celebrate the progress made so far in improving achievement

• They believe that further progress will be made by the continuing development of equal opportunities policies, encouraging positive role models and overcoming sexist attitudes and stereotypes.

• This is similar to the functionalist view that education is a meritocracy where all individuals, regardless of gender, ethnicity or class, are given an equal opportunity to achieve

Two views of girls' achievement- Radical feminists

• take a more c___ view.

• While they recognise that girls what? , they emphasise that the system remains p___ and conveys the clear message that it is still a m____ w__.

For example:

• what still continues at schoo?

• Education still limits what?

• Although there are now more what? male teachers are still more likely to become heads of secondary schools.

• Women are u___-r____ in many areas of the curriculum. For example, their contribution to h_____ is largely ignored. W___ (19__) describes the secondary school history curriculum as what?

Two views of girls' achievement- Radical feminists

• take a more critical view.

• While they recognise that girls are achieving more, they emphasise that the system remains patriarchal (male-dominated) and conveys the clear message that it is still a man's world.

For example:

• Sexual harassment of girls continues at school.

• Education still limits girls' subject choices and career options.

• Although there are now more female head teachers, male teachers are still more likely to become heads of secondary schools.

• Women are under-represented in many areas of the curriculum. For example, their contribution to history is largely ignored. Weiner (1993) describes the secondary school history curriculum as a 'woman-free zone'