Girls have outperformed boys in most subjects and levels of education since the 1990s. There are various explanations for this, including changes within the education system and wider society. Liberal feminist ideas have impacted schools by making them more aware of gender issues and stereotypes, and policies aim to encourage girls in subjects like science. Changes in families and greater female employment have also raised girls' aspirations and motivation to gain qualifications for independence. While coursework assessment may benefit girls' skills, others argue multiple factors are responsible for the changing gender gap in educational achievement.
Original Description:
In most subjects and at most levels of education, starting from the early 1990s, girls have performed better than boys. Previously, boys had outperformed girls in most GCSE subjects, girls have reversed this pattern in most subjects at GCSE and at A level. In 1995, 48% of girls achieved 5+ grades A-C at GCSE compared to a 39% of boys. While there have clearly been changes in gender and educational achievement, sociologists differ in their interpretation of the importance of these changes. Liberal feminist encourage the progress made so far in improving girls' 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. In contrast , radical feminists take a more critical view when recognising that girls are outperforming boys at most levels of education by emphasising that the educational system remains patriarchal. There are, however, a number of reasons explaining why girls have, and continue to do so, outperformed boys in most subjects and at most levels of education. These can be divided into external factors, factors which affect girls that are outside the education system and internal factors, which are factors that are within schools and the education system.
Girls have outperformed boys in most subjects and levels of education since the 1990s. There are various explanations for this, including changes within the education system and wider society. Liberal feminist ideas have impacted schools by making them more aware of gender issues and stereotypes, and policies aim to encourage girls in subjects like science. Changes in families and greater female employment have also raised girls' aspirations and motivation to gain qualifications for independence. While coursework assessment may benefit girls' skills, others argue multiple factors are responsible for the changing gender gap in educational achievement.
Girls have outperformed boys in most subjects and levels of education since the 1990s. There are various explanations for this, including changes within the education system and wider society. Liberal feminist ideas have impacted schools by making them more aware of gender issues and stereotypes, and policies aim to encourage girls in subjects like science. Changes in families and greater female employment have also raised girls' aspirations and motivation to gain qualifications for independence. While coursework assessment may benefit girls' skills, others argue multiple factors are responsible for the changing gender gap in educational achievement.
Assess the sociological explanation for girls outperforming boys in
most subjects and at most levels of education. (24 marks)
In most subjects and at most levels of education, starting from the early 1990s, girls have performed better than boys. Previously, boys had outperformed girls in most GCSE subjects, girls have reversed this pattern in most subjects at GCSE and at A level. In 1995, 48% of girls achieved 5+ grades A-C at GCSE compared to a 39% of boys. While there have clearly been changes in gender and educational achievement, sociologists differ in their interpretation of the importance of these changes. Liberal feminist encourage the progress made so far in improving girls' 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. In contrast , radical feminists take a more critical view when recognising that girls are outperforming boys at most levels of education by emphasising that the educational system remains patriarchal. There are, however, a number of reasons explaining why girls have, and continue to do so, outperformed boys in most subjects and at most levels of education. These can be divided into external factors, factors which affect girls that are outside the education system and internal factors, which are factors that are within schools and the education system. Many sociologists argue that the rapid improvement in achievement and girls' results can best be explained by changes that have occurred in factors within the school. Liberal feminist ideas have had a major impact on the education system. Due to their beliefs, those who run the system are now much more aware of gender issues than in the past and realise that they can discriminate against girls. Teachers being trained in equal opportunities led to them becoming more sensitive to the need of avoiding gender stereotyping. The belief that boys and girls are equally capable and entitled to the same opportunities is now part of mainstream thinking in education and it influences educational policies. Many LEAs and schools have experimented with single-sex classes as this reinforces the feminist aim of improving female performance. Policies such as GIST, (Girls Into Science and Technology) and WISE (Women Into Science and Engineering) also encourage girls to pursue careers in non-traditional and male-dominated areas. Female scientists that visit schools, act as positive role models, efforts have been made to raise science teacher's
awareness of gender issues, non-sexist careers advice has been
provided and learning materials in science reflecting girls' interests have been developed. Similarly, the introduction of the National Curriculum in 1988 removed one source if gender inequality by making girls and boys study the same subjects, which was often not the case previously . Alison Kelly (1987) argued that making science a part of the compulsory core curriculum for all pupils help to equalise opportunities. Jo Boaler (1998) states that the impact of equal opportunity policies are a key reason in girls' superior educational performance. Many of the barriers have been removed and schooling has become meritocratic, similar to functionalist view, as it is based on equal opportunities allowing girls who generally work harder than boys to achieve more. Statistics from a 2006-2007 GCSE exam show that the gender gap stands at around 10 percentage points, furthering the idea that girls are outperforming boys at this level of education. As mentioned before, there has been an increase in the proportion of females in male dominated areas, such as sciences and engineering, of female teachers and head teachers within schools. Women in these positions of authority act as positive role models for girls, showing them that women can achieve positions of importance and giving them non-traditional goals to aim for. Female teachers are likely to be significant role models as far as girls' outperforming boys in educational achievement is concerned considering that, becoming a teacher requires an individual to undertake a lengthy and successful education herself. Statistics have shown that more boys leave full-time education with no educational qualifications at all. Radical feminists, however, argue that although there are now more female head teachers, male teachers are still more likely to become heads of secondary schools. This could also be counter-argued by the fact that teaching, primary schools in particular, has become a feminised with a potentially all female staff and therefore females are more likely to go into teaching as a job opportunity. Some sociologists argue that changes in the way pupils are assessed have favoured girls and disadvantaged boys, leading to girls outperforming boys. Stephen Gorard (2005) found that the gender gap in achievement was fairly constant from 1975 until 1988-9, 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 concluded that the gender gap in achievement is a 'product of
the changed system of assessment rather than any more general
failing of boys'. Mitsos and Browne (1998) support this view by concluding, from their findings, that girls are more successful in coursework because they are more conscientious and better organised than boys. Mitsos and Browne argue that there are many factors, such as girls being better at meeting deadlines and spending more time on work, helping girls to benefit from the introduction of coursework in GCSE, AS and A level. They also note that girls gain from maturing earlier than boys and their ability to concentrate better, showed in statistics that 62% of girls could concentrate without supervision for 10 minutes compared to the 49% of boys that could. Other sociologists argue that these characteristics and skills are the result of early gender role socialisation in the family, for example, girls are more likely than boys to be encouraged to be neat, tidy and patient. Janette Elwood, in contrast argues, that although coursework has had some influence, it is unlikely to be the only cause of girls outperforming boys in terms of educational achievement as they also did even better in exams. While factors inside the school play an important part in explaining why girls are outperforming boys, factors outside the education system itself are also important. The impact of feminism on girls' attitudes, perceptions and ambitions and changes in wider society are all the most significant factors. The impact of radical and liberal feminism played a partially important part in changing inferiority in females by challenging the traditional the stereotype of a women's role as solely that of a mother an a housewife, subordinate to her bread-winning husband in a patriarchal nuclear family. Although both feminist views argue that we have not yet achieved full equality between the sexes, the liberal feminist puts emphasis on the fact that the movement has had considerable success in improving women's rights and opportunity changes whereas the radical feminist view highlights that a patriarchal message is still conveyed through the education system. Both recognise that feminism has raised women's expectations and selfesteem. These changes are reflected through the media in images and messages. A good illustration of this comes from Angela McRobbie's (1994) comparison of girls' magazines in the 1970s and the 1990s. In the 1970s, girls' magazines such as 'Jackie' emphasised on the importance of getting married, whereas the 1990s magazine contained images of assertive, independent women. Major changes in the family, such as an increase in divorce rates and
cohabitation, have positively affected girls' attitudes towards education
in a number of ways. For example, an increased number of femaleheaded lone parent families may mean more women need to take on a breadwinner role. This in turn creates a new adult role model for girls, the financially independent woman. To achieve this independence, of course, women need well-paid jobs and therefore good educational qualifications. Changes in women's employment in recent decades such as the 1970 Equal Pay Act and the rise of proportion of women in employment from 47% to over 70% and the 1975 Sex Discrimination Act all encourage girls to see their future in term of paid work rather than as a housewife, which can, again, only be achieved by the good qualification the education system provides for the girls. However, many of the new employment opportunities for women are in relatively low-paid, low-status occupations. The view that changes in family and employment, are producing changes in girls' ambitions is supported by evidence from sociological research. Sue Sharpe (1994) compared the results of interviews she conducted with girls in the 1970s and the 1990s. Her findings show a major shift in the way girls see themselves and they future. In 1974, the girls Sharpe interviewed had low aspirations, they felt their educational success was unfeminine and believed that if they appeared to be ambitious and intelligent they would be considered unattractive. They gave they priorities as 'love, marriage, husbands, children, jobs and careers'. By the 1990s girls' ambitions had changed and they had a different order of priorities, careers and being able to support themselves as coming in first. Sharpe found that girls were now more likely to see their future as an independent woman with a career rather than as dependent on their husband and his income. These factors provide incentives for girls to gain qualifications and therefore explains why their exam results have improved at a faster rate than boys. Despite the amount of research supporting either views and factors contributing to girls improved performance, there is still a limited amount of research investigating this area. Most of the sociological explanations identified are not fully reinforced by research evidence or research evidence that is contemporary. Sociologists are still unclear about the distinct causes of improved educational performance in girls. There is also a growing awareness of boys underachievement that is likely to result in a range of educational incentives similar to the ones girls received, that are mentioned above, to bridge this gender gap.
This guarantees that in the near future the improved performance of