1. Subject Choice & Identity: Another key aspect of the Gender & Achievement Topic is to examine the differences in Subject Choice & Gender Identity of males & females. Regardless of the improved position of females within education, there still seems to be a traditional ‘masculine’ & feminine’ divide when it comes to subject choices. This has interested sociologists as it suggests that, despite attempts to break down the gender gap within education, traditional gender identities are still extremely significant. Feminists have long argued that the education system makes sure that males and females stay unequal in British society. Boys & girls tend to choose different Subjects wherever possible i.e. Boys choosing Design & Technology whilst girls choose Food Technology. Wikeley (1996): These differences are also apparent in post-compulsory education where a significant amount of males opt for Maths & Physics at A- Level where as many girls choose English, Languages and…….Sociology. In 2007, only 1/ 100 construction students were female – showing a divide in Vocational Areas also.

2. This subject divide is explained by sociologists by examining 4 key areas: 1) Socialisation These arguments suggest that, at a very young age, children are ‘shaped’ into ‘Gender-Roles. This is spurred on by the process of ‘Canalisation’. Gender Socialisation is the process of learning the behaviour expected of males & females in society Oakley (1973):Elwood (1998): Differences in socialisation leads to different attitudes towards & accordingly differences in subject choices between boys & girls. Boys tend to read information texts whilst girls generally opt for novels & real-life stories.

3. From the earliest years girls are talked to and cuddled more, whilst boys are thrown around vigorously. Girls are seen as fragile, boys are not. Parents have different expectations of their children, socialised, play different games, expected to do different activities round the house. Delamont (2000): Carol Ross (1991): ‘Boys Don’t Cry’. Socialisation teaches & reinforces ‘Gender Domains’. Different tasks & expectations fall within either male or female domains. As such males/ females feel more confident within their set/ expected gender domain & thus choose different subjects. Patricia Murphy (1991): Boys & girls interpret tasks differently. > Boys designed power boats & battleships / Girls designed cruise ships. > Boys designed sports cars / Girls designed family cars. > Boys focused on garage space in their adverts/ Girls on décor & kitchen design. Murphy set 2 tasks for primary & secondary school pupils 1)Design boats/ vehicles 2)Write an estate agent advert for a house……………

4. 2) Gender Identity & Image: Many sociologists who study gendered subject choice argue that the subjects themselves have male/ female images. Colley (1998): ICT / Computer based subjects are seen as masculine: > Machines are part of the male gender domain > Methodical & individual which appeals to boys. > Science Teachers more likely to be male > Textbooks & class examples usually draw on boys experiences & interests. > Boys monopolise equipment & apparatus. Kelly (1979): Science for Girls In 2007 the DfES found that gendered subject image was not such a problem in same-sex schools & therefore subject choice varied greatly amongst pupils in these schools.

5. 3) Peer Pressure: Girls who choose sport are often stigmatised as it is seen to fall within the ‘Male Gender Domain’. Peer pressure exerts a huge influence over subject choice. Dewar (1990): In her US study she found that girls would be labelled as ‘Lesbian’ or ‘Butch’ if they got involved in sports. This problem is lessened in same-sex schools where gender stereotypes are not so rigid. Paetcher (1998): 4) Gendered Career Opportunities: Subject choice might also be influenced by the gendered employment patterns. Females are largely centred around four main areas (Clerical, Secretarial, Personal Services & Cleaning Work (men make up only 1/6 of workers in these areas. Males are heavily involved in vocational courses which lead to more practical work.

6. Gender Identities are also reinforced within schools & as such could contribute to differences in subject choice (as well as educational experience) between males & females…………… Schools reinforce ‘Hegemonic Masculinities’ (the dominance of heterosexual masculine identities & the subordination of female & gay identities. Connell (1995): Why might this be detrimental to Male achievement within education? 1) Verbal Abuse: Girls who choose sport are often stigmatised as it is seen to fall within the ‘Male Gender Domain’. Peer pressure exerts a huge influence over subject choice. Paetcher (1998): In her US study she found that girls would be labelled as ‘Lesbian’ or ‘Butch’ if they got involved in sports. Dewar (1990): This problem is lessened in same- sex schools where gender stereotypes are not so rigid.

7. Epstein (1998): 2) Male Peer Groups: 3) Teachers & Discipline: Mac an Ghaill (1994): Willis (1977): All found evidence of male anti-school subcultures where anything other than masculine values were ridiculed & devalued. Mac an Ghaill (1994): Also found that male teachers would subtly tease male pupils for ‘behaving like girls’ & were more likely to simply accept bad language from males. 4) The Male Gaze: Furthermore, Mac an Ghaill (1994) suggests that male pupils & teachers perceive female pupils & colleagues from a typically hegemonic masculine perspective i.e. As sexual objects. Thus feminine attributes become devalued. 5) Double Standards: Lees (1993) argues that a double standard exits whereby male ‘liberal’-sexual morality is celebrated whereas females are negatively labelled if their sexual morality is ‘liberal’. This translates in the classroom where female sexual experiences are always labelled as ‘promiscuity’ by teachers & viewed negatively. This restricts female behaviour & expression.

8. 6) The Hidden Curriculum: It is also argued that the Hidden Curriculum has ‘Male-Overtones’ i.e. that the HC reinforces traditional gender identities/ domains…… Textbooks Deem (1980) Deem (1980) Believes that most subjects have a male bias and this is reflected in textbooks. History (His Story) is male history, with textbooks ignoring the female contribution to history. Language Spender (1988) Spender (1988) Argues that there is a fundamental male bias in the English language, for example; using ‘man’ and ‘he’ to stand for both sexes, using words such as chairman. Organisation The way that schools / colleges are organised, can again send certain messages to males and females about their likely positions in society i.e. Men tend to be found at the top of the hierarchy and women at the bottom. Women make up 60% of teachers, but they tend to be concentrated in primary education (low status) or the lowest paid teaching jobs. Lobban (1976) Lobban (1976) Found in her analysis of 6 reading schemes, that out of 225 stories, only 2 showed women who were not engaged in domestic tasks. Males were however shown in a number of different roles – this she argued gave the idea to the children of the different roles of males and females.

9. Teachers Attitudes Some sociologists argue that teachers have stereotyped attitudes towards males and females which may affect how they treat them in the classroom, this can effect subject choice and how males and females feel about their place in society. Goddard – Spear (1984) Goddard – Spear (1984) Looked at ‘science and technology’ teacher’s attitudes to the female role in society; > 51% of science teachers agreed that women were as good as men at technical things. > 42% agreed that a woman’s career is not as important as a mans. > 29% thought a woman’s place was in the home. Interactions Some feminists have argued that even unconsciously teachers see boys as more important and so give them more attention in class. This again reinforces the idea that males are more important then females. Spender (1982) –When spender tape recorded lessons given by herself, she had given the girls 42% of her time, whilst the boys received 58%.Other teachers she had taped were also surprised that they had given more time to boys. Spender believes that the only way girls will get a fair treatment in education is by going to a single sex school. Stanworth (1983) Interviewed Stanworth (1983) Interviewed teachers and pupils on A Level courses in an F.E college. She found teachers gave more attention to boys and expected more from them. They were more likely to know the names of the boys. She believes that a girls experience inn education means she is disadvantaged and encourages to accept her position as second best in adult life.