Gender in Education: Internal and External Factors

This page explores the various factors contributing to gender differences in educational outcomes, focusing on both internal and external influences. The content covers a wide range of topics, including teacher interactions, subject choices, and societal changes that impact gender performance in schools.

Feminisation of Education

The education system, particularly at the primary level, has seen a significant increase in female teachers. This trend provides examples of role models for girls in education, potentially contributing to their improved performance.

Highlight: 85% of primary school teachers are female, offering numerous famous role models for girls in education.

Teacher Attention and Interaction

Several studies have examined gender differences in teacher attention:

• Spender and Francis found that boys receive more teacher attention, often due to behavioral issues.
• French observed that while attention might be equal, boys tend to receive more negative feedback.
• Swann and Graddol noted that the quality of teacher interaction favors girls' achievement.

Example: Teachers spend more time helping girls with schoolwork, while interactions with boys often focus on behavior management.

Socialization and Subject Choices

Gender socialization plays a crucial role in shaping academic preferences and performance:

• McRobbie's "Bedroom Culture" theory suggests that girls are socialized to stay at home and read, developing better literacy skills.
• The National Curriculum has encouraged girls to pursue traditionally "male" subjects, supported by initiatives like WISE and GIST.

Vocabulary: Canalisation - The process of being guided along certain paths because of gender.

Single-Sex Schooling

Leonard's research on single-sex schools revealed interesting findings:

Quote: "Unlike mixed schools, girls in girls' schools were more likely to take maths and science and 'masculine' subjects compared to mixed school girls. Boys in all-boys schools were also more likely to take English as a subject compared to boys in mixed schools."

This observation contributes to the ongoing debate points for single-gender schools.

External Factors

Several external factors have contributed to girls' improved educational performance:

• Changes in family structure, with women marrying and having children later to pursue careers.
• Sue Sharp's study on girls' changing priorities, focusing more on careers and financial independence.
• Equal Pay Act and Discrimination Act creating more equal opportunities.
• Changes in the labor market, with an increase in traditionally female-dominated service sector jobs.

Boys' Underachievement

The page also touches on factors contributing to boys' underachievement:

• Lower teacher expectations and negative labeling.
• Lack of male role models due to the feminization of education.
• Perception of reading as "girly," potentially hindering communication skills development.

Definition: Self-Fulfilling Prophecy (SFP) - A prediction that causes itself to become true due to the behavior it inspires.

The page concludes by mentioning subcultures that can influence educational attitudes, such as Willis's study on "the lads" and Fuller's research on African Caribbean girls, highlighting the complex interplay of gender, culture, and education.