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Gender - Internal Factors, Gender gap in achievement - Coggle Diagram
Gender - Internal Factors
Equal opportunities
Policies such as
WISE
and
GIST
to encourage girls to pursue careers in non traditional areas.
National curriculum
was removed which allows boys and girls to study mostly same subjects
Boaler (1998):
impact of equal opportunities is key reason for change in girls' achievement due to barriers being removed
Challenging Stereotypes
Removal of gender stereotypes from material (textbooks etc.) in recent years removed barrier to girls achievement e.g. women in reading schemes portrayed as housewives.
Weiner (1995):
since 80s teachers have challenged stereotypes and in general, sexist images have been removed from learning material.
Role models
Women in senior positions (headmistress) act as role models for girls to show that women can achieve positions of importance + give them non traditional goals
Female scientists act as role models for girls in
STEM
Teacher attention
French & French (1993):
analysed classrooms, found that boys received more attention because they attracted more reprimands
Francis (2001):
found that while boys got more attention, they were disciplined more harshly and felt picked on by teachers due to low expectations
Swann (1998):
found gender differences in communication styles, boys dominated in whole class discussions while girls preferred pair-work and group-work.
GCSE/Coursework
Mitsos & Brown (1998):
support
Gorard
and conclude girls are more successful in coursework due due to better organisation and more conscientious
spend more time on work
take more care in presentation
better at meeting deadlines
bring right equipment and material
GCSE oral exams see girls do better due to their better developed language skills
Stephen Gorard (2005):
found that gender gap in school was constant until
1989
when it increased sharply, same year as GCSES introduced bringing coursework, concludes that gender gap is because of the change in assessments.
League tables
Jackson (1998):
introduction of exam league tables has improved opportunities for girls: high achievers more attractive to schools, creates self fulfilling prophecy
Feminist views
Radical
Recognise that girls are achieving more, but emphasise that the system is still patriarchal.
Sexual harassment in school
Education limits girls' subject and career choices.
Male teachers more likely to be heads.
Women underrepresented in curriculum e.g. contribution in history is ignored.
Weiner (1993):
secondary school history curriculum is 'woman free zone'.
Liberal
Believe achievement has improved and that further progress will be made by developing of equal opportunities policies, encouraging positive role models and overcoming sexist attitudes and stereotypes.
Gender gap in achievement
Starting school
In 2013, teacher assessments showed girls ahead of boys by between 7 and 17 % points in all seven areas of learning
Vocational
Larger proportion of girls achieve distinctions in every subject including engineering and construction
AS/A-level
Girls are more likely to sit, pass and get higher grades than boys but the gap is narrower. 46.8% girls achieved A and B grades where boys it was 42.2%
KS1-3
Girls do consistently better than boys
GCSE
The gender gap stands at around 10%