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Internal - Female achievement - Coggle Diagram
Internal - Female achievement
Teachers' attention
French and French (AO1)
Boys receive more attention from the teachers because they require to be reprimanded
Girls less likely to experience this, so they do better in education
Supported by Francis (AO3)
Found that boys felt more disciplined harshly
Felt picked on by teachers
Analysis: Spender (AO3)
Spender carried out observations on teacher and pupil interactions
When boys questioned teacher, they were respected
When girls questioned teacher, they were criticised for being assertive and 'unladylike'
Experimented with marking
Boys got higher marks than girls for the same work
Not relevant
French and French's findings are not applicable as Spender found boys were respected
Myhill (AO1)
Females passivity and compliance helped them achieve in education
Teachers responded more positive to girls and see them as cooperative, boys as disruptive
Leads to higher / lower self esteem, leading to better / worse achievement
Supported by Swann (AO3)
Found boys dominate in class discussions
Boys use hostile interruptions - negative labels
Girls use turn-taking - positive labels
The curriculum and testing
Gorard found that the gender gap in achievement was fairly constant from 1975-1989, until it increased sharply
This was the year GCSEs were introduced, bringing with it coursework as a major part of nearly all subjects
So he concluded that the gender gap in achievement is a product of changed system of assessment rather than the general failing of boys
Evaluation: Elwood (AO3)
Although coursework has some influence, unlikely to be the only cause for gender gap
Exams have a higher influence on grade than courework
Bleach (AO1)
Changes in curriculum favours girls over boys
2014 reforms in English means increase studying of literature like Shakespeare
Girls prefer long fiction compared to boys who prefer short non- fiction reading
Supports Mitsos and Brown
Boys have lower expectations than girls
Boys - teachers expect work late, untidy, and rushed
Girls - more time spent on work, care of presentation, better at meeting deadlines, bring right material / equipment to lesson
Analysis (AO3)
Applicable to society - exam process benefits girls
Coalition government changed exams from modular to linear
Girls have better traits that make them more capable to cope with this type of testing
Equal opportunities
GIST - Girls into Science & Technology
WISE - Women in Science & Engineering
Boaler (AO1)
Impact of equal opportunities is the key reason for the changes in girls' achievement
Barriers have been removed and schools have become more meritocratic for females
Role models
73.8% of teachers are female
84.8% of primary school teachers are female
Early secondary socialisation and feminisation of education
As most teachers are females, girls will look up to teachers as positive role models and may want to become teachers themselves
Therefore are likely to take up lengthy educational careers
Analysis (AO3)
ONS (2019) - 96.1% of female headteachers were white
97% of male headteachers were white
Evaluation: Coffey and Delamont (AO3)
SLT tend to be male dominated
Secondary schools tend to be authoritarian, masculine, and sexist
Norms and values tend to be hierarchical and competitive
Criticises feminisation of education
League tables
Jackson (AO1)
Schools are more competitive due to marketisation
Consumer choice
Schools want to recruit girls due to better grades and behaviour
Better option to increase league tables position
Slee (AO1)
Boys are less attractive to schools as they are more likely to suffer from behavioural difficulties
'Boys are a liability'
Obstacles to improving league table scores
Give a 'rough and tough image' that deters high achieving girls from applying
Evaluation (AO3)
Liberal feminists
Progress has been made - more equal for boys and girls
Equal opportunity policies (GIST and WISE)
Radical feminists
SLT is dominated by men
Schools teach passivity to girls
Sexual harassment and abuse
Schools are patriarchal