Again this trend is not specifically related to chemistry and Physics, most if not all of the sciences show this trend, such as biological sciences where the difference in the number of A*-C grades between males and females may not be as diverse as the more practical sciences such as chemistry and physics, they still show clearly the difference as in 2005 the amount of females who achieved grades A*-C was only 18 200 and the amount of males who achieved A*-C was 24 400. This again shows the difference between gender and grades achieved in science subjects.
Some sociologists argue that men’s predominance in subjects such as science, maths and economics mean that they were more likely than females to be doing the most prestigious subjects and those most likely to lead to well paid and powerful jobs. However, other sociologists argue that cultural factors may be the reason for gender divisions in scientific achievement. They believe that early socialization may encourage boys to develop more interest and skill for technical and scientific subjects so that when choosing which subjects to study or which subjects to work harder at females and males may be influenced by what they have learned about femininity and masculinity. Sociologists such as Sue Sharp and her study into girls and their future careers agree with this theory. However, Sharp’s study was conducted in 1976 and there has been a large increase in feminism leading to equal rights since the study so this may not be the case today.
Sue Sharp also noted that she believed that the educational system played a part in directing girls towards ‘feminine’ subjects, which I believe may be the cause for the diversity seen today. However, Sharp did not conduct a study on this so the above is only her personal view.
Teresa Grafton on the other hand did conduct a study to support her opinion of this subject. Grafton found when studying a co-educational comprehensive school in South West England that first and second years when given their subject options felt compelled to choose traditional subjects to their gender. She found that nearly all the girls chose cookery and needlework where as nearly all the boys chose metal work and woodwork. She states that although it was not compulsory for the students to make these choices the school made it clear that there were only limited places available for members of either sex who wanted to study non-traditional subjects. Guidelines were also issued to teachers stressing that “all subjects were open to both sexes but prior discussions were necessary for boys who wanted to take the ‘family and child option’, while girls had to show a ‘sincere desire’ to take metalwork and woodwork.” She believes that in this way it was made clear what were regarded as ‘normal’ choices and what each gender should chose. Although Grafton does not specifically mention science I believe that her study can also help give evidence for my hypothesis as science is regarded as a ‘masculine’ subject and so females may achieve less as they are encouraged to by teachers who label the subject ‘masculine’.
A further sociologist to have studied male achievement and female underachievement in science subjects is Alison Kelly. Kelly states that science tends to be more masculine and believes that the reason for this is the way in which science subjects are packaged which makes them more appealing to boys. Kelly claims that most science text books have very few women portrayed in them which would make females feel less connected to the subject then males. From observing classes Kelly found that teachers tended to use examples that were likely to be more in keeping with boy’s experiences, such as using cars to explain acceleration or footballs to demonstrate the eclipse. Kelly believes that in such circumstances girls may feel less at home in science classrooms than boys.
Other sociologists agree with Kelly and believe that although there is a difference between male and female science results, which is partially due to teachers, but that it is in fact not only the teaching style that is the problem. One of these sociologists is Anne Colley and she identifies perceptions of gender roles, subject preferences and choice and the learning environment to be the most significant factors. Colley’s research shows that males achieve better in all the sciences which are concerned with inanimate things which are seen as more masculine this even includes biology, however her research shows that female’s are more likely to study biology at A-level as it is more feminine as it is about living things. Colley states that “subject choice continues to reflect adult male and female social roles and the abilities and attributes to males and females on the basis of these roles in the gender stereotypes of academic subject areas. The information contained in these stereotypes is acquired during socialisation and reinforced by prevailing beliefs, observations of the status quo, and educational practices which themselves are influenced by the same stereotypes.”
