Gender and education achievement: Evidence

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  • Gender: Evidence
    • Boys underachievement
      • Swell 2006 'schools do not nurture 'masculine' traits such as competitiveness and leadership. instead they focus on feminine qualities.
      • Mitsos 1998 'A decline in steel engineering and other traditionally male manufacturing industries has undermined the motivation of many boys to get qualifications
      • Willis, the lads 'The boys at the school were strongly labelled, they accepted that they were to end up with limited jobs. However they did rebel by forming an anti-school subculture and by having a 'laff'
    • Perry and Francis 'Girls who are entitled to free school meals continue to do less well in education ''middle-class boys even if they are outperformed by middle class girls are likely to achieve more than working class girls'
    • Girls
      • Weiner 1995 'Girls are less likely to be stereotyped into passive roles. Text books and teaching resources have less sexist images. This gives more positive images and possibilities of what girls can do.
      • Mitsos 1998 'there has been a feminisation of teaching. This gives girls positive role models, raising their expectations
      • Swann 1993 'more time teachers spend with girls is used to help with work and with boys is focused on behaviour management.This helps self esteem  success of girls
    • Statistics show that girls:
      • Do better than boys in languages +literacy
      • Do better in most GCSEs
      • More likely to get 3 or more A level passes
      • Do better than boys at every stage in national curriculum test (English and science)
      • More likely to get top first-class +upper second class uni degrees
    • BOYS prefer more practical subjects (maths,physics,ICT etc) and 2 or more science/maths subjects) GIRLS prefer languages or humanities (English, sociology ,art etc)
      • 8.5%= girls took computing exams. and boys 3x more likely to take physics

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