Females are now no longer the gender associated with underachievement. They outperformed boys at every key stage level in 2007. Girls outperformed boys at GCSE in 2007 by 9.1 percent. Boys' achievement has been rising alongside girls' since the 1980s; but girls' all
He supported for his refutation through five points. First, the girls received the higher record card grade than boy but they below boys on the test. Second, good results of girls in school cause on their manageable classroom behavior which are not influenced on test score. Third, he claim that male normally is better than female in high level; such as, Ivy league, career … Forth, even in athletic fields, women is inferior to men. In his last refutation, he give a statistic of more than 1000 Michigan elementary school students; if they were born a member o the opposite sex, more than 40 percent of the girls are happy to being a boy, and ninety five percent of the boy feel uncomfortable to being a female.
The study showed that there was a significant difference in the amount of times females exhibited nonverbal communication skills during their sessions in comparison to the amount of times their male counterparts did. Communication Differences is it Gender Specific? Communication activities amongst “at risk” high school students has been widely studied. Previous studies have hinted at the idea that men and women communicate differently. Hall (1980) suggested that females tend to be better at using and decoding nonverbal communicating cues, especially facial expressions.
Examine the reasons why girls outperform boys in most subjects and at most levels of the education system There are many factors which suggest why there is such a large gender gap in attainment within the education system, many external and internal aspects have helped draw a conclusion of why girls seem to achieve better at school than their fellow boys. However, we can not ignore that there are others factors to consider when looking at a childs attainment in school such as; ethnicity and social class. Trends show that girls tend to achieve on average higher than boys until their last year at univerity. At GCSE's, statistic show that although both genders are achieving more than five GCSE's between an A* to C grade each year, there is still a large gap between girls abd boys attainment, which is seen to be widening from a 3% gap in 1985 to a 10% gap in 2006. Some may argue that although there is a statistical gap between girls and boys in the education system, it is not the most important factor contributing to a childs attainment.
Using material from Item A and elsewhere, assess the view that gender differences in education are largely the result of changes in the education system. A notable feature of the education system in the UK is differences in achievement between boys and girls. Official statistics provide evidence of gender differences at all stages of education. On entering school, girls were able to concentrate for longer than boys; by the end of KS3, girls perform better than boys, especially in English; at GCSE, the gender gap is very prominent with girls achieving 65% 5+ A*-C compared to 55% of boys. Sociologists have put forward many explanations for these differences, many of which are a result of changes in the education system.
Their work, appearance and conduct were all factors the teachers based their label around. These teachers saw M/C children as being the closest to the ideal pupil and therefore treated them in a more supportive manner. As explained in Item A, this positive or negative labelling can have important effects on the child’s performance. A factor that was closely related to this would be streaming, when children of different abilities were separated into different groups or classes. These ‘streams’ would then depict how the child would learn; higher streams would be higher status knowledge and lower streams lower status knowledge (Keddie 1971).
She found that their priorities had changed from love and marriage in the 1970s to jobs, aspirations and careers in the 1990’s. This shows that more women are changing their way of thinking in terms of their philosophy. In terms of achievement, on average girls are still getting better grades than boys. This is shown by a graph done by the Department for Education Statistics of Education. Percentage of School Leavers Achieving 5+ A-C (or Pass) O-level or A*-C GCSE by Gender (1962–2006) As you can see from the graph, the gap between girl’s achievement and boy’s achievement is widening.
Kimberly Tsaousis, a college prep adviser, says “Girls are way more likely to just pay attention.” Girls also spend more time doing homework than boys. These behavior factors can all be attributed to the
Examine the reason for gender differences in achievement at schools (20marks) In the past it was thought that girls had smaller brains than boys and were incapable of study, ideology also transmitted the belief that education was simply not for girls, however this has now changed as girls are now achieving better results and boys have begun to underachieve, this is a result of many different factors. Starting school it was found that 62% of girls could concentrate for 10 minutes without supervision, and only 49% of boys could do this. At the end of school life girls achieved an average of 295 points at A level, and boys just 274. There are many reasons why girls are achieving much better results, an external factor would be the feminist movement, from the early 70’s feminists attempted to improve the position for women. In 1974, sociologist, Sue Sharpe conducted several interviews with young girls, she found that they had low aspirations due to thinking educational success was unfeminine and being intelligent would be seen as unattractive.
In 1970 it was 22.60 - 1, in 2006 it was 17.0 - 1. This shows that the educational system is also moving forward. We would think that the standard of living should have improved in all the categories since the 1970's, but that's not the case if we look at certain statistics more closely. If we take a closer look at the education sector, even when there are more teachers available for the students, in 2006, there are simply less pupils in schools compared to 1970, even though the population has increased by almost 5 million people, the number of pupils in schools has decreased 10.20 mln. to 9.90 mln.