Explaining Female Educational Success: Internal/ Inside School Explanations Internal/ Inside School Explanations Equal Opportunities Policies Positive Role Models in Schools GCSEs & Coursework Teacher Attention , Stereotyping & Labelling Selection & league Tables

Equal Opportunities Policies Due to the Feminist movement many sociologists have argued that the Education System has become much more ‘Gender-Aware’. Click here for more information on Feminism & it’s impact on education. Policies that are based on gender equality have become much more ‘mainstream’ & as such gender stereotyping is/ has become/ing less of a problem: GIST (Girls into Science & Technology): WISE (Women into Science & Engineering): AND These policies have encouraged females to enter subject areas that are traditionally dominated by males. This has opened up employment opportunities in ‘malestream’ careers. They have also encouraged the use of ‘Gender-Neutral’ language & advice in relation to subject options, careers advice & resource development. The Education Reform Act (The National Curriculum) 1988: The National Curriculum has created a situation where males & females study the same core subjects. This has created a more meritocratic education system whereby males & females compete on equal terms.

Weiner (1995): Positive Role Models Teachers are challenging gender stereotypes more than ever e.g. sexist images have been removed from text books & there is more positive female imagery in resources. Click here to visit the DfES & research statistics on the percentage of female teachers in the UK. Positive Role Models More & more women are taking up positions of high responsibility within the education system (in particularly Head teacher Roles) It is often suggested that Primary Schooling is a ‘Feminised’ system which may instil notions of ‘Gender Domain’ within young pupils from a very early age. Female pupils now have more positive role models WITHIN the education system (as well as externally too) which may help explain their educational

GCSEs & Coursework Gorard (2005): Assessment may favour females rather than males. The ‘Gender Gap’ in success rates increased dramatically in the academic year 1988/9. This coincides with the introduction of GCSEs which brought with it more coursework based assessments. Gorard (2005): The ‘Gender Gap’ is a ‘Product of the Changed System of Assessment’. Mitsos & Browne (1998) support this view by suggesting that coursework suits girls because: It has also been noted that girls mature quicker than boys. Girls spend more time on their work. Girls take more care in presentation. Girls are more organised than boys. Girls develop better speaking & listening skills – particularly useful for oral exams.

Teacher Attention, Stereotyping & Labelling Dale spender (1983) found that boys actually received more attention in the classroom than girls, however……………… Boys are more likely to attract the teacher’s attention as they are more boisterous & disruptive. Groddal (1994): Found that this was because boys were more likely to be disciplined than girls and therefore the attention is not always productive Francis (2001): Link to: > Becker (1971), Circourel & Kitsuse (1963), Rist (1970): Labelling Theory & the Halo Effect Boys dominate discussions whereas girls are more likely to work quietly. Swann (1998): > Keddie (1971): Unequal Access to Classroom Knowledge > Rosenthal & Jacobson (1968): The Self-Fulfilling Prophecy > Hargreaves (1976), Lacey (1970), Ball (1981): Anti-School Subcultures

Selection & League Tables Just like when you considered Interactionist theories of Social Class & Achievement, it is important to consider the impact that MARKETISATION & SELECTION POLICIES have had on Gender & Achievement…. The 1988 Education Reform Act introduced ‘Market Principles’ into Education. The aim was to instigate competition between schools in order to ‘Raise Standards’ (This will be considered more in the Education & Social Policy Topic). This puts pressure on schools to perform on order to raise their league position to attract students (which equal funding). Formula Funding League Tables Schools therefore favour girls as they achieve better results (boys are ‘Liabilities)…. The best schools can be more selective & recruit more girls & therefore a SFP might kick in.

Link to Methods (Methods in Context – Documents) see these ‘improvements’ as a positive step in breaking down gender inequality within the education system arguing that it shows that Meritocracy is a reality (Link to Functionalism). HOWEVER….. LIBERAL FEMINISTS are more critical. They still see the education system as Patriarchal & suggest the following: RADICAL FEMINISTS Lobban (1974) found that out of 179 stories used in primary schools, females were usually represented in traditional domestic roles. Link to Methods (Methods in Context – Documents) Sexual harassment of girls still continues Females subject choices are still restricted Male teachers are still more likely to be heads of secondary schools. History subjects are ‘women free zones’ according to Weiner (1993) > Jannette Elwood (2005) argues that exams are more important than coursework & therefore the argument that coursework has effected girls achievement is flawed. Criticisms of these ‘Internal’ Factors also include: Females are still generally paid less than males in employment > Assumes that Labelling & Stereotypes always stick (Too Deterministic)