gender and differential achievement

• How did boys and girls perform in school in the U.K. historically?


  Boys used to outperform girls.
• Why did boys historically outperform girls in education in the U.K.?


  Because girls' education was seen as less important than boys'.
• What is the current trend in academic performance between boys and girls in the U.K.?


  Girls are now outperforming boys.
• In which assessments do girls achieve better results than boys?

  Girls get better SAT results at primary school.
• In which examination do girls outperform boys?

  Girls get better results in nearly every subject at GCSE.
• Who is more likely to pass their A levels in the U.K.?


  Girls are more likely to pass their A levels.
• What is the trend regarding university attendance in the U.K.?


  More women than men go to university in the U.K.
• What factors inside schools explain why girls are outperforming boys?

  Teaching has been feminised, with more female teachers providing positive role models.
• What changes have been made to textbooks and teaching resources?


  They have changed to be less likely to stereotype girls into passive roles.
• How did the National Curriculum affect girls' subject choices?


  It forced girls to do traditionally male subjects, like science.
• What initiatives were created to encourage girls to pursue male-dominated subjects?

  WISE (Women in Science & Engineering) and GIST (Girls into Science & Technology).
• What did Swann & Graddol find regarding teacher interactions with girls and boys?


  Teachers spend more time helping girls with their work than managing boys' behavior.
• What negative labels do schools associate with boys, according to Jackson?


  Boys are associated with poor behavior and low achievement.
• What is the effect of negative labeling on boys in schools?


  It leads to a self-fulfilling prophecy of poor performance.
• What problems do girls still face in schools, according to Archer?


  High-achieving girls are negatively labeled as robots, and black working-class girls as loud and aggressive.
• How does Archer describe the ongoing achievement of girls?


  It is 'fragile and problematic'.
• How are girls socialized to behave in classroom environments?


  They are socialized to be quieter, obey authority, and read a lot.
• What policies have helped create more equal opportunities for girls in society?

  The Equal Pay Act and the Sex Discrimination Act.
• How have girls' priorities changed according to Sue Sharpe?


  Girls now want careers and qualifications, seeking financial independence.
• What impact did the feminist movement have on female expectations?


  It raised awareness of inequality and changed female expectations.
• How has the labor market changed for women since the 1970s?


  There has been an increase in the service sector and a decrease in the primary sector.
• How has family structure changed female aspirations?


  Women now marry and have children later, allowing them to pursue careers first.
• What identity crisis might boys be experiencing according to the text?


  The rise of female independence and decline of the male breadwinner role may lead boys to question the value of education.
• How do interpretivists explain boys' underachievement?


  They argue that teachers have lower expectations of boys, leading to a self-fulfilling prophecy.
• What is the impact of negative labeling on boys' behavior in school?


  It may lead to more disruptive behavior and higher exclusion rates.
• How does the feminisation of teaching affect boys?


  Boys have fewer male role models in the classroom, which may impact their engagement.
• What is a subculture in the context of education?


  A subculture is formed when students rebel against the school's values.
• What did Willis study regarding working-class boys?


  He studied a group of boys called the 'Willis lads' who formed an anti-school subculture.
• What was the attitude of the 'Willis lads' towards education?


  They rejected school and prioritized having fun over education.