• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Examine Recent Trends in Gender Attainment

Extracts from this document...

Introduction

Examine Recent Trends in Gender Attainment Gender gap in education between boys and girls has widened over the years. The tendency for girls to do better in the later years at school has become increasingly pronounced in the UK in the past two decades. Both girls and boys are doing better every year but, the facts and figures show that the performance of girls has risen at a faster rate in most subjects than boys. However, over the last 50 years, the educational performance of boys has steadily improved as well. Coffey (2200) suggests that girls achieving better results than boys hardly justifies labelling all boys as underachievers. Weiner (1997) is also sceptical about the sudden discovery of male underachievement. He argues that the media have created a misleading moral panic, which exaggerates and distorts the extent and nature of any problem. There are many reasons and theories to why girls are performing well at school and achieving extremely good results. There has been a change in the job market since 60s. Sharpe and Wilkinson suggest that young women have experienced a 'genderquake' in terms of profound changes in attitude and expectation. The 'genderquake' idea is based mainly on the fact that most new jobs are going to women, who now make up half the work-force. ...read more.

Middle

This leads to boys seeing the environments in which the 'hard' sciences are taught as male spaces, which they dominate. Colley (1998) found that gender stereotyping still remains significant in further and higher education because of cultural beliefs about femininity and masculinity, family pressure and peer pressure. She notes that in single sex schools girls are twice as likely to study mathematics at university. Also most girls are well behaved than boys. They read more than boys and can concentrate longer than boys. Girls at GCSE age are more mature and more able to see the longer-term consequences of hard work than boys, who respond better to having short-term goals. There are also many reasons to why boys are under achieving. Mitsos and Browne (1998) believe that boys are under-achieving in education, although they also believe girls are disadvantaged. The evidence of boys' under-achievement, according to Mitsos and Browne, is that, girls do better than boys in every stage of National Curriculum SAT (Standard Assessment Tests) results in English, maths and science, and they are now more successful than boys at every level in CCSE, outperforming boys in every major subject except physics. Atkinson and Wilson's (2003) research shows that the gap between boys' and girls' achievement at school grows between 7 and 16. ...read more.

Conclusion

She cites two reasons for girls overtaking boys in achievement,the greater ambition of girls compared to twenty years earlier and the culture of 'laddish masculinity' which turns against the idea of working hard for exams. She argues that perhaps boys are becoming increasingly laddish in their efforts to construct themselves as non-feminine, as girls move into areas traditionally seen as masculine. However, not all boys are doing poorly in their education as Epstein et al (1999) suggests. The statistics may mask the fact that it is some boys (as well as some girls) who fail, especially at secondary level. Also, Gilborn & Mirza (2000) believes that ethnicity and class are more significant than gender. Maybe teaching boys and girls in single sex schools would help a lot as Colley suggests but also at the same time, this would cause competition between the two genders and the gender gap will remain. Croxford & Tinklin (2000) suggests that having a boy/girl seating plan in lessons reduces male disruptions as they are motivated by seeing the amount of work girls do in the lesson. Ofsted inspections also help as the schools that have teachers who cannot teach at good standards will be replaced by someone who can. There are lots of discussions and solutions that can help boys achieve results as good as girls. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Sociological Differentiation & Stratification section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Sociological Differentiation & Stratification essays

  1. why do boys underachive in education compared to girls

    These questions are designed to get an insight on the type of education they receive, I will then ask questions which will give me more a more detailed response such as 'Do you feel you have to try harder to achieve a better grade because of your gender?'

  2. Is the Underachievement of Ethnic Minority Children due to a Racist School System?

    This gives me the opinion that class is more of a secondary factor to racism. I still wasn't very clear on my respondent's view on class and poverty so I asked him to expand on his views. " When you start to look into class you will find that it

  1. Which has the greatest impact on educational attainment – gender, social class or ethnicity?

    Further investigations suggest that the reasons behind this division in interest shown by the classes are that middle class parents are more aware of the importance of education. Also that they are usually in a better position to encourage and advise as they are well educated themselves and can offer assistance in homework etc.

  2. Adolescence And Peer Pressure.

    they might question adult values, but they wanted consistent rules and standards they could evaluate. Effective Strategies for Coping With Peer Pressure If the negative effect of peer pressure is to be minimized, youth, parents, school and community leaders must come together to establish workable and effective strategies to guide

  1. Crisis of Masculinity

    Jackson, 2006 found that boys and girls at Key Stage level three, the boys preferred to have a laugh and mess about in class, making them appear 'cool' to their peers, however their social-class or background had no influence on this.

  2. Differences between sex and gender

    This is further challenged by the existence of homosexuals in our society which surely indicate that gender role socialization is not always successful.

  1. Gender and Education. Explanations of gender differences in subject choice notes.

    *also set of rules* 1. Teaching specialist skills Cooperation of every single item usually involves the cooperation of many different specialists. This cooperation promotes social solidarity. Each specialist should have knowledge and skills to perform their role. Durkheim argues education teaches individuals the special knowledge and skill they need to play part in social division of labour.

  2. Creating Gender: Nurture Vs. Nature

    If a parents daughter approaches them asking if they could join the cheerleading team at school then it is likely that they will be happy and may even praise their child. On the other hand, if a boy were to approach his parents asking to join the cheerleading team at

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work