Gender Gap between Boys and Girls in Education Essay Example

from birth, with boys often given more freedom in their behavior under the justification that they need more time to understand societal norms. However, in the late 1960s, girls were more likely than boys to achieve higher grades in exams like GCE Ordinary Level passes. The percentages of both girls and boys achieving 5 or more GCE Ordinary Level pass grades gradually increased from the 1960s to the 1980s. Nevertheless, with the introduction of GCSE, there was a widening of what is known as the "gender gap" in educational achievement. Several factors have contributed to this disparity at the GCSE level including girls' higher attainment levels in Arts and Humanities subjects as well as their closing of gaps in Mathematics and Science traditionally favored by boys. Consequently, when GCSE was introduced in 1988, it led to a growing disparity between girls' higher pass rates in Arts and Humanities compared to boys while also reducing gender gaps in Mathematics and Science.The improvements in exam performance can be attributed to various factors, including the new GCSE courses. By the late 1980s, females were surpassing males in achieving two or more Advanced Level passes. Throughout the 1990s, they further increased their likelihood of attaining three or more A-level passes. Although females have excelled in achieving A grades across most Advanced Level subjects, the differences in exam performance at this level are smaller compared to the GCSE level.

In terms of specific statistics for 2007-2008, 69.3% of girls and 60.1% of boys achieved five or more GCSE Grade A*-C passes. Among them, 51.3% of girls and 42.0% of boys achieved five or more GCSE Grade A*-C passes with English and

Maths included.

The gender gap in exam success varies significantly across different subjects. In that same year, girls outperformed boys in several subjects: English (14%), Design and Technology (16%), Modern Foreign Languages (9%), Art and Design (17%), and English Literature (12%). However, the gap was much smaller in Mathematics (1%), Core Sciences (2%), Chemistry (1%), and Classical Studies (2%).

It is important to note that currently, girls are more likely to achieve A*and A grades in most GCSE subjects.
The research will investigate how schools with a high proportion of female teachers impact both girls and boys. According to Hutchings (2002), "feminization" refers to the increase in female teachers, particularly in primary schools.Biddulph's work, cited by Skelton et al., suggests that having male teachers can have a negative effect on boys' education, as they tend to perform better with male role models. Skelton et al. (2007) offer another perspective on the influence of feminization in education, stating that it affects curriculum, assessment patterns, classroom management, and administration towards a more "feminine" nature. Male teachers motivate students academically through their stricter approach compared to females. Becky Francis (2000) argues that young girls have more positive academic role models than boys, which may explain why girls outperform boys academically. This difference could also be attributed to societal perceptions of femininity and masculinity in the classroom. Middle and high school girls strive to construct feminine identities centered around maturity and an organized approach to school life while still prioritizing their appearance without hindering their studies; instead, behaving sensibly and working hard adds to their femininity.

The text emphasizes the importance of making curriculum subjects interesting for children in order to promote effective

learning in the classroom. Research has shown that when students find the curriculum boring, they lack motivation and may believe it is uncool to put effort into schoolwork (Jackson, 2006, p.127). Certain groups of students exhibit an anti-school subculture characterized by disrespectful behavior towards teachers, neglecting homework, skipping classes, and engaging in fights.Researchers have discovered that the gender gap in educational achievement is influenced by both assessment methods and social/cultural factors. The concept of masculinity or femininity can affect students' attitudes towards education and their motivation to excel academically, resulting in different subcultures within schools. Some sociologists argue that boys are more likely to belong to subcultures that perceive education as a waste of time and consider academic success as not being masculine. Conversely, there are pro-school subcultures where students exhibit strong dedication to their education by completing assignments promptly and never missing classes. It has been suggested that girls are more inclined to be part of these pro-school subcultures.

The type of assessments utilized in schools plays a significant role in the perceived bias against boys. The increased use of assessed coursework is seen as a possible explanation for boys' lower performance at GCSE and A-levels because it presents challenges for them due to its misalignment with their preferred learning styles. On the other hand, girls tend to perform less effectively in "sudden death" tests that require last-minute revision and confidence. These types of tests were previously employed in O-level exams in Britain; however, it has been argued that girls' academic performance was already improving before the introduction of the GCSE assessment model.

Note: preserved for clarityThe gender gap in educational achievement is influenced by

a combination of assessment methods and societal factors (1999). The decrease in coursework during the 1990s had little impact on gender achievement (Skelton et al., 2007). Peer pressure affects masculinity, with the perception that working hard at school is considered "uncool" (Jackson, 2006, p.74). Balancing academic work and popularity poses challenges for students who often struggle to succeed (Jackson, 2006, p.84). Many schools perpetuate this issue as students feel compelled to maintain social status and belong to a group. The fear of unpopularity negatively impacts academic performance for both boys and girls. Biological factors may contribute to females' educational advancements. Genetic differences in brain structures give females an advantage in language-focused subjects, explaining their exceptional skills in these areas. Girls' earlier maturity allows them to be more organized and focused in schoolwork. This is significant because the improved performance of females in GCSE results is associated with coursework-based assessments not found in previous exams. However, it should be noted that gender differences in exam results cannot solely be attributed to coursework as other factors like learning styles come into play.(2012) supports the idea that gender differences in learning styles are not as significant as previously believed. The study found that both boys and girls value a teacher's competence and nurturing qualities over their gender. It is important to avoid making stereotypes based on gender when considering how individuals learn best, as everyone has unique preferences and strengths regardless of their sex (Coffield, 2004; Baronial and Bradford, 2000; Gurian, 2002; Skelton et al., 2009; Francis et al., 2008; Hargreaves et al., 2012).According to the DfES (2007, p.3), students' stereotypes about mathematics and English indicate a persistent

belief that boys excel in math while girls outperform in English. However, a study by APA suggests that females perform better than males in certain verbal tasks such as reading comprehension and vocabulary. On the other hand, Cole (2006) argues that gender is not the most significant factor for achievement, as social class and ethnicity have a stronger influence. The social class attainment gap at key stage 4 is three times wider than the gender gap, making it much more significant. According to analysis by DfES (2007), factors like ethnicity and social class have a greater impact on educational achievement than gender alone. Both male and female students eligible for free school meals are less likely to succeed compared to those who are not eligible. Additionally, cultural differences in educational achievement surpass gender differences. The gender gap in attainment varies depending on grade distribution; girls are more likely to receive an A* grade at GCSE while boys are slightly more likely to receive a G grade or no GCSEs at all. In Humanities, Arts, and Languages subjects, girls have over ten percentage points advantage in achieving an A*-C grade compared to boys.
In Science and Maths subjects, girls have a slight advantage or less compared to boys. However, certain patterns in education have remained stable over the past sixty years. This is particularly evident in subjects like English Language and Literature, French, Art and Design, and Religious Studies. Nevertheless, changes have occurred in other subjects. For instance, there has been a shift in Math where males used to have a four percentage point advantage before 1991 while females now hold a small one to two percentage

point advantage in recent years. In Geography, the gap favoring girls has widened. Additionally, although History performance has fluctuated over time, girls consistently outperform boys nowadays.

This research aims to explore potential solutions for addressing this gender gap. One possible solution is implementing single-sex schools which may encourage greater participation from girls. According to Times online (2004), "Girls in mixed classrooms refrain from speaking up and answering questions." Alternatively, having separate sex categories within different schools allows teachers to cater to different learning styles for boys. Research indicates that academically girls perform better in single-sex schools compared to mixed schools (Curtis 2009). Conversely, Odone (2004) argues that fear of ridicule might cause boys to avoid studying foreign languages or excelling in English literature.According to Garner (2008), the differences in how male and female brains work suggest potential advantages of single-sex schooling. However, Blair (2006) points out some drawbacks of single-sex schools, including selective admissions and specific social backgrounds, as well as excellent teachers being predominantly found in girls' schools. On the contrary, BBC News (2006) states that research conducted over several decades has found no consistent differences or effects between single-sex and co-education. Nevertheless, Odone (2004) argues for early mixed classes to prepare children for a diverse society. Younger et al. (2005, p.89) discovered that both boys and girls may feel more comfortable and engaged in single-sex classes, allowing them to interact with learning without inhibition. Additionally, it is believed that boys can benefit from learning modern languages while girls can benefit from studying science and math (Dcfs, 2007). The project will utilize various methods such as books, the internet, and journals to gather research on

gender differences in academic achievement and narrowing the gap in schools. These research methods fall under secondary research since they rely on previously researched material by others. Incorporating technology-based research through computer access plays a crucial role in secondary research by providing advantages such as access to online libraries, e-books journals,and encyclopedias like infedThe primary electronic databases used in this research are Education Research Complete, Education Online, and SwetsWise. The research methodology focuses on gender differences and academic achievement in schools and involves collecting various diaries related to the topic. Some of these diaries were considered irrelevant but were still included in the analysis. When conducting internet research, search engines like Bing, Google advanced search, and Google scholar can be useful tools. Online newspaper articles can also be searched for. However, it is important to note that web sources may not always be reliable so researchers need to evaluate the accuracy of information provided. Comparing information with other sources can help determine if bias exists as the web has the potential to promote certain ideas. A desk study was chosen for this project due to time constraints and limited access to schools for observations. This approach allows for efficient data collection, understanding, and interpretation while reducing travel expenses. Accessing books from the library may be inconvenient though.
The interview approach, both structured and unstructured, offers controlled time management and easy gathering of results through predetermined questions. Structured interviews have limitations on additional questions and elaboration, while unstructured interviews allow for question development in a relaxed atmosphere but may result in more of a conversation. Not all participants will receive the same questions. Indirect observation involves observing

from a distance, while direct observation involves actively engaging with the observed circumstances. Both methods have advantages in witnessing actions directly or indirectly but can be lengthy and inconsistent. Comparing qualitative and quantitative methods revealed that girls needed higher scores in the 11+ exam to limit their enrollment in Grammar Schools. From the 1950s to the late 1960s, boys had higher participation rates than girls in GCE Ordinary Level exams, with many students leaving school at age 15 without taking any official national exams. However, girls consistently outperformed boys in GCE O Level exams from the early 50s to the late 60s.Despite an increase in the number of boys taking these exams, similar proportions of male and female students who finished school passed five or more GCE O levels each year. Typically, girls outperformed boys by a margin of 1-2%. However, this overall statistic masks the fact that girls had significantly better results in Arts and Humanities subjects, while boys usually had slightly higher scores in Mathematics and Science subjects. To understand the differences in educational progress since the 1980s, it is essential to distinguish between factors that aided female advancement and hindered male improvement. Both genders have made improvements in their educational achievements; however, females have shown a faster rate of progress. Consequently, there has been an increasing disparity between female and male accomplishments, particularly at the GCSE level. It is crucial to acknowledge that gender, social class, and ethnicity are interconnected aspects. Across all cultural groups, girls consistently perform better academically than boys. Nevertheless, within all cultural groups, middle-class boys surpass working-class girls. While there are disparities in educational achievement based on gender,

they are relatively smaller compared to discrepancies based on social class and specific cultural factors. Several studies have found that girls attending single-sex schools generally exceed expectations based on their primary school SATS results.Around 20% of students in mixed-sex schools performed below expectations on assessments, indicating that girls in single-sex schools tend to excel academically compared to their peers in mixed-sex schools. Research has also shown that girls may hesitate to participate verbally and boys may avoid studying English due to fear of teasing or ridicule in mixed-sex classrooms. Single-sex schools can help address this issue by reducing gender pressure and promoting equal participation for both boys and girls. Additionally, single-sex schools can benefit students as male and female brains operate differently, with girls being more emotionally aware and talkative while boys are more inclined towards practical tasks rather than discussing emotions. According to an expert quoted in the Independent, boys often struggle with English, so implementing single-sex classes is recommended to cater to each gender's different learning preferences. The DFES (2007) report emphasizes the need for a gender-based curriculum, particularly in English and foreign languages where the gender gap is widest due to differences in language and literacy skills. DCFS research reveals that since 1968, girls consistently outperform boys, with approximately 10% more achieving high grades upon leaving education.This text supports the well-established idea that genders learn differently, suggesting that gender-specific learning can help narrow the achievement gap for both boys and girls. While there is limited evidence supporting this concept according to the DFES study, I believe it will benefit children. The following text explores academic achievement disparities between male and female students,

noting that males excel in spatial abilities and have more interest in subjects like math and science, while girls perform better in verbal comprehension and vocabulary skills. S Ball (2008) states that the gender gap was 6% in 1989 but increased to 10% ten years later. However, Ball argues that the overall gender gap in academic achievement is not reliable as it fails to account for specific subjects. He suggests that in 2004, the gender gap was only 1%, with boys outperforming girls in certain subjects. Therefore, generalizing all boys or all girls achieve less in GCSE levels is invalid. This study reveals that the gender gap is not as significant as previously believed. The main factors affecting boys' performance are peer pressure and overly feminized schools; single-sex schools and classes do not make a substantial difference either. However, girls exhibit more confidence participating in classroom discussions.Throughout history, there has always been a gender gap in education. In the 1960s, boys were given an advantage, making it harder for girls to pursue further education. As a result, fewer girls progressed compared to their male counterparts, widening the gender gap. Over time, both boys and girls have shown improvement but the gender gap still exists. This suggests that boys are adapting to changes and working harder to catch up. Teaching methods, lesson planning, and assessment techniques now consider the different learning styles of both genders. Research even suggests that boys' performance at A levels is improving faster than girls'. It's important to note that not all individuals conform to these gendered patterns so focusing on the individual rather than predetermined biological expectations is crucial. The progress

towards achieving gender equality shows that boys now have to work hard to maintain their position in the workforce. Women throughout history have fought for their place in society alongside marginalized groups like Afro-Caribbean population as they have been regarded as "servants to the state." This struggle has motivated women to strive for equal treatment and advancement in life.According to BBC (2004), men who have not experienced this struggle in the past are now finding themselves competing with women and understanding the importance of not underperforming.