Why Girls Do Well (Internal)

Question 1

Equal Opportunity Policies

Answer 1

Equality supported widely across the UK, policies such as GIST (Girls into Science and Technology) and WISE (Women into Science and Engineering) encourage girls to go into non-traditional areas.

Boaler argues that equal policies are the reason for achievement as the system is now more meritocratic, meaning that girls work harder = do better.

E = still gender stereotypes as evidenced by patterns in gendered subject choice.

Question 2

Teacher Stereotypes and Labelling

Answer 2

Girls are often positively stereotyped, considered closer to ‘ideal pupil’ image. Girls more likely to receive positive attention/encouragement.

Swann argues that girls are better at listening, so positively stereotyped = self fulfilling prophecy where positive interactions with teachers raises girls’ self esteem, leading to better achievement.

E = many sociologists consider class to be a more significant factor than gender.

Question 3

Positive Role Models

Answer 3

Increase in female teachers: 67% heads female in 2018. Women in high positions of power may lead to girls recognising that they can also achieve high status positions, therefore are more motivated to achieve.

E = 63% of headteachers were male in 2012 in secondary schools, so majority of female students still experience men taking the most influential jobs.

Question 4

Student Selection and League Tables

Answer 4

Girls are more successful in GCSES = Marketisation = compete to attract girls = better league tables.

Slee argues that boys are X4 likely to be excluded and are less attractive to schools, seen as ‘liability students’. May also deter intelligent girls from applying to a certain school.

Jackson - more likely to be recruited by good schools, therefore more likely to achieve.

Cream-skimming and Silt-shifting.

E = it is not realistic to argue that state schools only select girls. Francis conducted research to show that majority of teacher’s attention is taken up by boys.