Examine the reasons for changes in the educational attainment of males and females in recent years.
E: Examine the reasons for changes in the educational attainment of males and females in recent years.
Until the 1980's there were many concerns about the underachievement of girls compared to boys in educational attainment. However since the early 1990's girls have done consistently better and started to out perform boys at most levels in education.
It is widely argued that gender influences attainment. Studies have shown that boys do not perform as well as girls in standard subjects. Girls are now overtaking boys.
A variety of reasons have been suggested for the difference between male and female attainment in education, it is not simply a case of 'boys doing badly' 'girls doing well'. The relationship between gender and attainment is much more complex. In regards to the 'gender gap', it is not the same in all subjects. Boys perform slightly better in maths than girls, so it cannot be applied to all levels of education.
The change in academic results has occurred due to the changing attitudes in society. This change in attitude resulted from the female protest for equal rights, which in turn influenced the government into changing, and creating laws and acts stating that females should be treated the same as males in society. These acts and laws state that women should have the same opportunities as the males in relation to education and the workplace, which was predominantly male. This change in attitude has played a role in enabling girls to reach their potential easier than before.
'Mitsos & Browne' have suggested many reasons for the improvement of girls, these include that:
* Feminism has had a great impact in helping to raise the expectations and self esteem of women. Many females now look beyond the 'expressive role' of housewife/mother and, As a result of that, women are now more likely to aspire to high-level careers.
* Feminist sociologists have also highlighted some of the disadvantages faced by females in the education system, and as a result, it led to a greater emphasis on 'equal opportunities' in schools. This enabled girls to ...
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'Mitsos & Browne' have suggested many reasons for the improvement of girls, these include that:
* Feminism has had a great impact in helping to raise the expectations and self esteem of women. Many females now look beyond the 'expressive role' of housewife/mother and, As a result of that, women are now more likely to aspire to high-level careers.
* Feminist sociologists have also highlighted some of the disadvantages faced by females in the education system, and as a result, it led to a greater emphasis on 'equal opportunities' in schools. This enabled girls to fulfil their potential more easily.
* Equal opportunity programmes monitored teaching and teaching materials for gender bias to help schools meet the needs of girls better. Teachers are also now better at avoiding 'gender stereotyping' in the classroom.
* There has been an 'increase in employment opportunities' for women, especially in the service sector. But at the same time there has been a decrease in the number of 'male' employment opportunities, particularly in semi and unskilled manual work. A result of this is that girls have become more ambitious and motivated.
* Research has shown that girls work harder and are better motivated compared to boys. Girls are also more conscientious and put more effort into what they do. Girls generally show better organisational skills than boys. At GCSE level coursework counts for a greater amount of assessment and requires good organization and sustained application and girls do better than boys in both respects.
Many of the reasons given for girl's improvement also help to suggest why boys are underachieving. However Mitsos & Browne suggest there are other explanations to take into account.
* Teachers have lower expectations of boys and are more likely to accept poorly presented class work from the boys as compared to girls. Teachers are more likely to extend deadlines for work and be more tolerant of bad behaviour from the boys in the classroom.
* Boys are generally more 'disruptive' than girls. They lose quality-learning time as a result of being 'sent out' or excluded from lessons due to their bad or disruptive behaviour in the classroom. Boys are also more likely to be expelled compared to girls.
* The culture of masculinity encourages boys to want to be seen as macho and hard. By not working in school, boys gain 'street cred' and peer status, some boys develop an 'anti-education, anti-learning subculture, where schoolwork is seen as un-macho.
* The decline in traditional male jobs has limited the job opportunities and prospects for boys. This may have resulted in many working class boys lacking motivation and ambition.
Mitsos & Browne concluded that these various factors result in boys and men having lowered expectations, a 'low self-image' and a 'lack of self-esteem. Resulting in an 'identity crises for men who are unsure of their role and position. It is this that leads to their failure in the education system.
Even with the pattern of girls outperforming boys, problems still remain for girls a criticism to note is
* That boys and girls still opt for gender specific subjects. Girls choose subjects such as English, sociology, drama, history and foreign languages. Boys choose scientific and technical subjects and maths.
Qualifications gained in 'hard sciences like physics or chemistry or in vocational studies like engineering, will lead to high paid, status jobs. But even though girls now do better in education, they will still end up in low paid low status jobs.
Anne Colley; agrees that schools push boys and girls into certain subject areas, but she also argued that early socialisation prepares boys and girls in a way that makes them choose certain subjects. In early socialisation, boys and girls learn typical masculine and feminine gender roles. These gender roles then affect the subject choices of boys and girls.
Wiener et al. Argued that the concerns about male underachievement and female achievement, is something of a moral panic, used to disguise the fact that in many areas women are still doing worse than men. Although girls do better at G, C, S, E, at A level they tend to choose traditional female subjects, and at degree level boys still outperform girls. Therefore the education system is still characterised by female underachievement. According to Wiener et al, what is happening is a 'backlash' against female success. Men feel threatened by female improvement, and the fact that women may become equal.
Another criticism is that education is patriarchal and socialises women into a submissive role. This takes place because boys dominate the classroom interactions. The most important positions in school are usually held by men. Subjects like sociology tend to attract female students, but are often taught by males. Generally schools are 'Gender regime'
In conclusion it would be fair to say that there has been a change in the educational attainment of boys and girls. But as we have seen there are several explanations for the girl's improvement and for the boy's underachievement. There are complex issues in which the social class background of pupils affects attainment
It would seem that unless there is a vast change in the education system at GCSE level, the educational gap between boys and girls would continue to increase until perhaps the females become the dominant sex.
