Item B
The patterns of educational achievement by gender have changed over time. Some sociologists explain these patterns through factors external to schools, such as socialisation and parental attitudes towards education. Changes in wider society, such as employment opportunities, may also contribute to these patterns.
However, the way schools are organised and the social interactions that take place within schools are also likely to affect gender differences in educational achievement.Applying material from Item B and your knowledge, evaluate sociological explanations of gender differences in educational achievement.
AQA
A Level
2024
👑Complete Model Essay
Free Essay Plan
Essay Outline: Sociological Explanations of Gender Differences in Educational Achievement
This essay will explore sociological explanations for gender differences in educational achievement, drawing upon Item B and wider sociological knowledge. It will examine both internal and external factors influencing these patterns, ultimately evaluating their relative importance and interplay.
I. External Factors
A. Socialisation and Gender Roles
* Discuss how traditional gender roles, instilled through family, peers, and media, can influence aspirations and subject choices. * Use examples like girls being encouraged towards caring professions and boys towards STEM fields. * Link to Item B’s point on parental attitudes towards education potentially impacting gendered achievement.
B. Economic and Social Changes
* Highlight the impact of changes in the labour market and female employment opportunities on educational aspirations. * Consider how increased female participation in the workforce has influenced girls’ educational attainment. * Explore how changing social norms, like the declining role of the traditional nuclear family, influence gendered pathways in education.
II. Internal Factors
A. School Culture and Hidden Curriculum
* Discuss how school structures and practices, sometimes unconsciously, reinforce gender stereotypes. * Examine the influence of teacher expectations, classroom interactions, and the ‘hidden curriculum’ on boys’ and girls’ learning experiences. * Provide examples of how these factors might disadvantage certain genders in education.
B. Subject Choices and Gendered Subject Preferences
* Explain how gender stereotypes and socialisation influence subject choices, leading to a concentration of girls in certain subjects and boys in others. * Discuss how the perceived ‘masculinity’ or ‘femininity’ of subjects might influence students’ self-beliefs and motivation. * Analyze the implications of this for achievement in different subject areas.
III. Interrelationship and Evaluation
A. Interplay of Internal and External Factors
* Acknowledge that external factors shape internal school dynamics and vice versa, creating a complex interplay. * For example, parental attitudes can influence students’ subject choices, which then impact how they are treated within the school setting. * Analyze how these factors reinforce or challenge gender stereotypes in education.
B. Relative Importance and Limitations of Explanations
* Evaluate the strengths and weaknesses of different sociological explanations for gender differences in educational achievement. * Discuss whether internal or external factors are more significant in explaining observed trends. * Consider the limitations of relying solely on one perspective and the need for a holistic understanding.
IV. Conclusion
* Summarize the key arguments and findings of the essay. * Conclude by emphasizing the complex nature of gender differences in educational achievement, acknowledging the interplay of internal and external factors. * Highlight the need for continued research and interventions to address gender inequalities in education and create a more equitable learning environment for all students.
Sociological Explanations of Gender Differences in Educational Achievement
The historical and contemporary disparities in educational achievement between genders have been a subject of intense sociological scrutiny. While Item B suggests that both external factors like socialization and internal factors such as school organization play a role, this essay argues that the interplay of these factors is complex and merits nuanced analysis to understand the shifting patterns of gendered educational outcomes.
External Factors: Socialization and Opportunity Structure
Traditional gender socialization, often cited as a key contributor to educational disparities, posits that boys and girls are raised with different expectations. Boys are encouraged towards careers requiring mathematical and scientific skills, while girls are often steered towards caring and nurturing roles, impacting their subject choices and aspirations. This aligns with Sue Sharpe's research in the 1970s and 1990s, where girls' priorities shifted from marriage and family to career aspirations, contributing to their improved educational attainment.
Furthermore, changes in the opportunity structure, specifically the increase in female employment opportunities, have also played a vital role. As women enter traditionally male-dominated professions, they serve as role models for younger generations, further encouraging girls' academic pursuits. This is corroborated by the significant increase in women's participation in higher education and their overtaking of men in many academic fields.
Internal Factors: School Organization and Interactions
However, focusing solely on external factors risks overlooking the crucial role of internal school dynamics. Gender socialization continues within schools, often implicitly, through teacher expectations and interactions. Studies show that teachers may unconsciously favor boys in classrooms, providing them with more attention and encouragement in traditionally male-dominated subjects like math and science. This can inadvertently reinforce existing stereotypes and impact girls' confidence and performance in these areas.
Additionally, the hidden curriculum operating within schools often reinforces traditional gender roles. From textbooks that predominantly feature male protagonists in STEM fields to extracurricular activities that are implicitly gendered, the school environment can perpetuate gendered notions of achievement, influencing student aspirations and outcomes.
Interplay and Complexity: A Balanced Perspective
While external factors like socialization and opportunity structures are crucial in understanding the historical trends, it is important to recognize that they are intertwined with the internal dynamics of schools. The decline of traditional gender roles in wider society can be undermined if schools, through their organization and social interactions, continue to perpetuate subtle biases.
For instance, the introduction of the National Curriculum in 1988, aimed at providing equal opportunities, did not completely eradicate gender differences in subject choices. This suggests that while policies can mitigate some inequalities, challenging deeply ingrained societal norms and expectations necessitates a multifaceted approach that addresses both external and internal factors simultaneously.
Conclusion
In conclusion, explaining gender differences in educational achievement requires a nuanced approach that recognizes the complex interplay of external factors like socialization and opportunity structures with internal school dynamics. While changes in wider society have contributed significantly to the progress observed in girls' education, tackling persistent disparities necessitates addressing the subtle yet pervasive biases within the education system itself. Only then can we move towards genuine educational equality, ensuring that both boys and girls have an equal opportunity to reach their full potential.
Item B
The patterns of educational achievement by gender have changed over time. Some sociologists explain these patterns through factors external to schools, such as socialisation and parental attitudes towards education. Changes in wider society, such as employment opportunities, may also contribute to these patterns.
However, the way schools are organised and the social interactions that take place within schools are also likely to affect gender differences in educational achievement.Applying material from Item B and your knowledge, evaluate sociological explanations of gender differences in educational achievement.
Free Mark Scheme Extracts
Answers in this band will show sound, conceptually detailed knowledge of a range of relevant sociological explanations of gender differences in educational achievement.
Sophisticated understanding of the question and of the presented material will be shown.
Appropriate material will be applied accurately and with sensitivity to the issues raised by the question.
Analysis and evaluation will be explicit and relevant. Evaluation may be developed, for example through a discussion of the importance of factors external to schools on the patterns of gender differences in educational achievement, or by consideration of the relative importance of factors inside and outside the education system, or their interrelationship. Analysis will show clear explanation. Appropriate conclusions will be drawn.
Answers in this band will show accurate, broad or deep but incomplete knowledge of explanations for gender differences in educational achievement.
Understands a number of significant aspects of the question; good understanding of the presented material.
Application of material is largely explicitly relevant to the question, though some material may be inadequately focused.
Some limited explicit evaluation, for example of gender domains and/or some appropriate analysis, eg clear explanations of some of the presented material.