Internal factors
The introduction of the National Curriculum
in 1988 has played a key role in gender differences in achievement. This is
because the national curriculum made it compulsory for girls to study subjects
such as science. (Kelly,
1987) Before the introduction of this,
girls mainly studied subjects that prepared them for the roles that society
expected them to perform when leaving school. This meant that girls studied
subjects such as home economics and needlework. The national curriculum led to
girls becoming more equal in society by studying subjects that were deemed as
being ‘boyish’ before such as the sciences.
Furthermore, another internal factor that has impacted on differences in achievement between genders is the introduction of GCSE. Sociologist Stephen Gorard argues that the gender gap in achievement remained constant up until 1988-1989 when GCSEs were introduced. At this point the difference in achievement sharply increased as with the introduction of GCSEs, coursework was brought about for the majority of subjects. With this observation Gorard evaluates that the result of the gender gap in achievement is a ‘product of the changed system of assessment rather than any more general failing of boys’. (Smith, 2005). Eirene Mitsos and Ken Browne are in support of Gorard’s view as they argue that the reason that coursework has benefited girls more is because of girls ability to be more conscientious and more organised. They also argued that girls spend more time on their work and are better at meeting deadlines. (Webb et al., 2008)
Over recent years there has been an increase in the number of female teachers. It can be argued that these women can be seen to be role models for young girls as it shows that women can be in roles that don’t conform to traditional gender norms. They can also inspire girls to achieve as it shows that in order to become a teacher an individual has to achieve the specific qualifications in order to become a teacher. It can also be argued that the rising number of female teachers has an effect on boy’s achievement as it can be seen that, especially primary schools have become more ‘feminised’ as the majority of staff are female (Fig. 2.2.1). This may have an impact on how each gender values their education. (A profile of teachers in England from the 2010 Workforce Census, 2011)
Furthermore, the lack of male teachers in schools means that there is no strong positive males helping boys with their education. (The Guardian, 2008). This can be a reason for boy’s underachievement as it can be argued that boys may not value their education highly within their educational career as they do not see many males that hold a strong position within the education system. Another reason may be that males do not hold the same respect for female teachers as they do other male teachers. This could have an effect on their achievement as they may feel that with a female teacher they can be more disruptive as the discipline they receive might not be as harsh as if it was a male teacher that was to punish them. For example some boys may believe that a male teacher would be sterner with their punishments and are therefore more likely to obey the rules.
Furthermore, another internal factor that has impacted on differences in achievement between genders is the introduction of GCSE. Sociologist Stephen Gorard argues that the gender gap in achievement remained constant up until 1988-1989 when GCSEs were introduced. At this point the difference in achievement sharply increased as with the introduction of GCSEs, coursework was brought about for the majority of subjects. With this observation Gorard evaluates that the result of the gender gap in achievement is a ‘product of the changed system of assessment rather than any more general failing of boys’. (Smith, 2005). Eirene Mitsos and Ken Browne are in support of Gorard’s view as they argue that the reason that coursework has benefited girls more is because of girls ability to be more conscientious and more organised. They also argued that girls spend more time on their work and are better at meeting deadlines. (Webb et al., 2008)
Over recent years there has been an increase in the number of female teachers. It can be argued that these women can be seen to be role models for young girls as it shows that women can be in roles that don’t conform to traditional gender norms. They can also inspire girls to achieve as it shows that in order to become a teacher an individual has to achieve the specific qualifications in order to become a teacher. It can also be argued that the rising number of female teachers has an effect on boy’s achievement as it can be seen that, especially primary schools have become more ‘feminised’ as the majority of staff are female (Fig. 2.2.1). This may have an impact on how each gender values their education. (A profile of teachers in England from the 2010 Workforce Census, 2011)
Furthermore, the lack of male teachers in schools means that there is no strong positive males helping boys with their education. (The Guardian, 2008). This can be a reason for boy’s underachievement as it can be argued that boys may not value their education highly within their educational career as they do not see many males that hold a strong position within the education system. Another reason may be that males do not hold the same respect for female teachers as they do other male teachers. This could have an effect on their achievement as they may feel that with a female teacher they can be more disruptive as the discipline they receive might not be as harsh as if it was a male teacher that was to punish them. For example some boys may believe that a male teacher would be sterner with their punishments and are therefore more likely to obey the rules.
(A profile of teachers in England from the 2010 Workforce Census, 2011)