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Gender differences (INTERNAL) - Coggle Diagram
Gender differences (INTERNAL)
Selection and league tables
Schools therefore favour girls as they achieve better rest (boys are liabilities).
The 1988 education reform act introduced ‘market principles’ into education. The aim was to instigate competition between schools in order to raise standards.
Formula funding and league tables: this puts pressure on schools to raise the league position to attract students, which equals funding.
The best schools can be more selective and recruit more girls and therefore a SPF might kick in.
Teacher attention, stereotyping and labelling
Swann (1998) boys dominate discussions whereas girls are more likely to work quietly.
Groddal (1994) boys are more likely to attract the teachers attention as they are boisterous and disruptive.
Francis (2001) found that this was because boys are more likely to be disciplined in girls and therefore the attention is not always productive.
Positive role models
More and more women are taking up positions of high responsibility within the education system e.g. headteachers.
Weiner (1995) teachers are challenging gender stereotypes more than ever e.g. sexist images have been removed from textbooks and replaced with more positive female imagery.
Equal opportunities policy
WISE and GIST policies have encouraged females into sectors which are typically male dominated.
They have also encouraged the use of gender neutral language.
The education reform act 1988: The national curriculum has created a situation where males and females study in the same course subjects. This has created a meritocratic system whereby males and females compete on equal terms.
GCSE and coursework
Girls spend more time on their work, girls take more care in presentations, girls are more organised than boys, girls develop better speaking and listening skills - particularly useful for oral exams.
Mitosis and Browne (1998) support this view by suggesting that coursework suits girls because:
Gorard (2005) The gender gap in success rates increased dramatically in the academic year of 1988-89. This coincides with the introduction of GCSEs which brought with it more coursework based assessments.