In what ways are there gender differences in patterns of educational attainment?
OCR
A Level
2020
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Introduction
This essay will explore the gender differences in patterns of educational attainment, examining both the trends observed across different educational levels and the underlying reasons for these disparities. The focus will be on attainment, specifically looking at achievement levels rather than broader issues like subject choices, though these may be briefly discussed where relevant.
Primary School
Research suggests that boys typically lag behind girls in literacy skills at primary level. The National Literacy Trust (2012) found boys to have lower literacy scores, which may be attributed to various factors. Primary socialisation, including gender stereotypes and expectations, can influence boys' engagement with reading and writing. Furthermore, the school environment itself can contribute to this gap, with classrooms often seen as more conducive to girls' learning styles.
Secondary School (GCSEs)
In the UK, a significant gender gap in GCSE attainment emerged from the 1990s. By 2013/14, girls consistently outperformed boys in all subjects except mathematics (DfE). This disparity can be linked to several factors:
- Coursework Dominance: Girls tend to excel in coursework-heavy subjects, which have historically been a larger part of GCSEs. This indicates that girls may be better able to demonstrate their understanding in a more extended and ongoing manner.
- Changing Attitudes: Sharpe's research highlights the shifting attitudes towards education among girls, with increased aspirations and ambition. This has contributed to their greater commitment to academic success.
Shifting Trends (New GCSEs)
The introduction of new GCSEs in England in 2018 reduced the emphasis on coursework. While girls maintain a higher average attainment, the gender gap is narrowing (JCQ 2018). This suggests that coursework may have previously been a significant factor in the gender gap.
Male Underachievement
Male underachievement in education is a growing concern. The Sutton Trust and UCAS (2016) report that educational policy doesn't adequately address this issue, particularly for white boys from disadvantaged backgrounds.
- Crisis of Masculinity: Mac an Ghaill's concept of the 'crisis of masculinity' suggests that working-class boys may view education as less relevant to their perceived roles and identities.
- Feminisation of Education: The 'genderquake' (Wilkinson) highlights the increasing influence of female values and priorities within education, potentially creating a less welcoming environment for some boys.
A-Level and University
While girls continue to outperform boys on average at A-level, more males achieve A* grades (DfE 2017). This suggests a shift in the gender gap at this level, with a greater concentration of high-achieving boys.
At university, female participation has dramatically increased since the 1960s, reaching 55% of university places by 2015 (ONS). This demonstrates the ongoing progress made by girls and women in higher education.
Global Perspective
The UN and UNESCO highlight the global issue of 'gender apartheid' in education, where girls and women face systemic barriers to accessing and achieving in education. This inequality is often ignored (Mayer), resulting in significant limitations for female development and advancement.
Conclusion
Gender differences in educational attainment are complex and multifaceted, reflecting a combination of societal, cultural, and educational factors. While girls have made significant progress, particularly in secondary and higher education, male underachievement, particularly amongst working-class boys, remains a critical issue. Examining these trends provides valuable insight into gender inequality and the need for targeted interventions to ensure equitable opportunities for all students.
In What Ways Are There Gender Differences in Patterns of Educational Attainment?
Gender differences in educational attainment have been a significant area of sociological study, revealing complex patterns and trends. This essay will explore these differences across various educational stages, analyzing contributing factors such as socialization, educational policies, and evolving societal expectations.
Early Years and Primary Education
From early childhood, gender disparities in educational attainment begin to emerge. Research by the National Literacy Trust (2012) indicates that boys tend to lag behind girls in literacy skills during primary school. This difference can be attributed to factors like primary socialization, where boys are often less encouraged than girls to engage in reading and writing activities. Furthermore, the predominantly female environment of primary schools, with a majority of teachers being women, might unconsciously reinforce gender stereotypes that inadvertently disadvantage boys in certain subjects.
Secondary Education: GCSEs and Beyond
The gender gap in educational attainment becomes more pronounced at the GCSE level. Data from the Department for Education (DfE) reveals a consistent trend of girls outperforming boys in most subjects, with the exception of mathematics. While this gap has narrowed slightly with the introduction of the new GCSEs in 2018, which placed less emphasis on coursework, girls continue to achieve higher grades on average (JCQ 2018). This suggests that assessment methods can play a role in influencing gendered attainment patterns.
A-Levels and University
At the A-Level stage, a more nuanced picture emerges. Although females generally attain higher average point scores, males are more likely to achieve the top A* grades (DfE 2017). This difference might reflect variations in subject choices, with males often gravitating towards traditionally "male" subjects like mathematics and physics, which have a higher proportion of top grades awarded. Despite this, women now constitute the majority of university students. Statistics from the Office for National Statistics (ONS 2015) show a significant shift from 1963, when only a quarter of university places were filled by females, to the present day, where women make up 55% of the student population. This change reflects wider societal shifts and increased female participation in higher education.
Factors Contributing to Gender Differences
Several factors contribute to these observed gender differences in educational attainment. The "feminization of education," as argued by Wilkinson in "Genderquake," suggests that the increasing proportion of female teachers and the perceived female-centric nature of education might alienate boys. This, coupled with the "crisis of masculinity" affecting working-class boys, as explored by Mac an Ghaill, can lead to a devaluation of education as a pathway to success. Conversely, the changing aspirations of girls, documented in Sharpe's research, highlight how evolving gender roles and expectations have empowered girls to pursue academic achievement.
Addressing the Gender Gap
Despite efforts to address the gender gap in education, concerns remain. The Sutton Trust and UCAS (2016) argue that current educational policies do not adequately address male underachievement, particularly among white boys from disadvantaged backgrounds. This highlights the need for targeted interventions and a more nuanced understanding of the complex interplay of gender, class, and ethnicity in shaping educational outcomes.
Conclusion
Gender differences in patterns of educational attainment represent a complex issue influenced by a multitude of factors. While girls have made significant strides in recent decades, surpassing boys in many areas, challenges remain, particularly for boys from specific socioeconomic backgrounds. Addressing these disparities requires a multifaceted approach that considers the impact of socialization, educational policies, and evolving societal expectations on both boys and girls. By understanding and addressing these factors, we can strive towards a more equitable education system that allows all students to reach their full potential.
Free Mark Scheme Extracts
AO1: Knowledge and understanding
NOTE: Examples should be credited in the same way as sociological studies.
Candidates may approach this question by focusing on actual patterns or on relevant concepts/ reasons for the gender differences.
Focus should be on attainment, not other issues such as hidden curriculum/ subject choice, unless applied back to attainment.
Relevant material may include:
- Primary school, boys lower literacy scores influenced by primary socialisation, school environment, gender identity; National Literacy Trust (2012)
- GCSEs – from 1990, gender gap between boys and girls obtaining 5 + GCSEs widened - by 2013/14 girls outperformed boys in all subjects with the exception of mathematics (DfE).
- Where subjects have been coursework dominated, girls tend to achieve higher (DfE)
- 2018 new GCSEs in England less emphasis on coursework: girls on average continue to achieve higher than boys, but the gap is narrowing; JCQ 2018
- Educational policy does not adequately address male underachievement, especially white boys from disadvantaged backgrounds, Sutton Trust, UCAS 2016
- Crisis of masculinity affecting working class boys perception of the value of education; Mac an Ghaill
- Feminisation of education, Genderquake; Wilkinson
- Changing attitudes; Sharpe
- A level: while average score points of females exceed males, more males achieve A* grades (DfE 2017)
- University: In 1963 around a quarter of university places were filled by females, now 55% (ONS 2015)
- Globally evidence of ‘gender apartheid’ in education; the UN, UNESCO; ‘Gender apartheid’ being ignored; Mayer
- Other reasonable response
AO2: Application
The selected knowledge should be directly related to the specific question - gender differences in patterns of educational attainment.