Have Changes in Schools Led to an Improvement in Girls' Achievement?

Over the last few decades, girls have consistently outperformed boys in education. This essay will argue that whilst a range of factors have contributed to this, changes within schools themselves have played a significant role. From challenging gender stereotypes to promoting STEM subjects, schools have become more inclusive and supportive environments for girls, fostering their academic success.

Challenging Gender Stereotypes and Raising Expectations

One significant change in schools has been the conscious effort to challenge traditional gender stereotypes. Mitsos and Browne (1998) argued that teachers often had lower expectations of girls in subjects like maths and science. However, increased awareness of this bias has led to a shift in teaching practices. Teachers are now more likely to encourage girls in all subjects, fostering a belief that they can excel in any field. This is supported by Gould (1985), who found that when teachers held high expectations for girls in maths, their performance improved.

Furthermore, the curriculum and teaching materials have been reformed to be more inclusive and representative. Textbooks now feature more female role models in diverse professions, challenging the traditional view that certain careers are more suited to boys. The inclusion of strong female characters in literature, particularly in reading schemes aimed at younger ages, helps to break down gender stereotypes from an early age.

The Positive Influence of Female Role Models

The increased presence of female teachers in schools, particularly in senior leadership positions, acts as a powerful role model for girls. Seeing women in positions of authority challenges traditional gender roles and demonstrates that women can succeed in any profession. This can inspire girls to aim high and pursue their ambitions without feeling limited by their gender.

Assessment and Coursework: Favoring a ‘Girl-Friendly’ Approach?

Some sociologists argue that the shift towards coursework and away from traditional exams has also benefited girls. They suggest that girls' greater conscientiousness and organizational skills make them better suited to coursework tasks, which require sustained effort and planning. However, this view is not without its critics. Gorard (2005), for example, argues that there is little evidence to support the claim that coursework inherently favors girls.

Promoting STEM Subjects and Encouraging Wider Career Choices

Schools have made significant strides in promoting STEM (Science, Technology, Engineering, and Mathematics) subjects to girls. Initiatives like 'Women in STEM' programs and workshops encourage girls to consider careers in these fields, traditionally dominated by men. These programs provide girls with hands-on experience, mentorship opportunities, and access to female role models in STEM, breaking down stereotypes and fostering a sense of belonging.

Equal Opportunities Policies and the National Curriculum

Equal opportunities policies, such as the introduction of the National Curriculum, which made STEM subjects compulsory for all students, have also played a vital role. This ensures that all students, regardless of gender, have access to the same quality of education and opportunities.

Conclusion

In conclusion, while societal changes and parental attitudes undoubtedly contribute to girls' improved educational attainment, changes within schools have been instrumental in creating a more equitable and supportive learning environment. From challenging gender stereotypes to providing positive role models and promoting STEM subjects, schools have empowered girls to reach their full potential. However, it remains important to address any remaining gender disparities, particularly in subject choices at higher levels of education and to ensure that both girls and boys have equal opportunities to succeed.