Internal

• Challenging stereotypes in the curriculum


  Some sociologists argue that the removal of gender stereotypes from textbooks, reading schemes and other learning materials in recent years has removed a barrier to girls' achievement. Research in the 1970s and 80s found that reading schemes portrayed woman mainly as housewives and mothers and math's books depicted boys as more inventive.
• Positive role models in schools


  There's been an increase of women in senior positions - teachers and heads which serve as role models for girls. Giving them non-traditional goals to aim for.
• According to Mitsos and Browne, how do girls perform in their schoolwork compared to boys?


  Girls spend more time on their work and are better at meeting deadlines.
• What factors contribute to girls doing well at GCSE and AS and A Level according to Mitsos and Browne?


  Girls bring the right equipment to lessons and are more diligent in their studies.
• How does early gender socialization in the family affect girls' academic performance?


  It encourages girls to be neat, tidy, and patient, which helps in their school work.
• What does Elwood argue about the influence of coursework on the gender gap in education?


  Elwood argues that exams have much more influence than coursework on the final grade.
• What was the Coalition Government's stance on coursework?


  The Coalition Government claimed that coursework allowed students to cheat and was not a rigorous form of assessment.
• What action did the Coalition Government take regarding coursework?


  Coursework has been removed from subjects.
• Who conducted the research that suggests girls are better at meeting deadlines?

  Mitsos and Browne
• What characteristics are girls encouraged to develop through early gender socialization?


  Neatness, tidiness, and patience
• Why might coursework not be the only cause of the gender gap in education?


  Because exams have a much greater influence on final grades than coursework.
• Teacher labelling


  Francis found that teachers often had low expectations of boys and disciplined them more harshly than girls. Girls are more likely to be given positive labels and boys negative - leading to a self-fulfilling prophecy. In the female students case she'd get the positive label of 'bright' and will believe it and work hard at school and do well.
• Selection and league tables


  Jackson notes that high achieving girls are attractive to schools, whereas low achieving boys are not. This tends to create a self-fulfilling prophecy - because girls are more likely to be recruited by good schools; they are more likely to do well. Roger Slee argues that boys are four times more likely to be excluded and are therefore seen as 'liability students' - obstacles in improving the schools league table scores.
• Equal opportunities policies in education


  Teachers are more sensitive to the need of avoiding gender stereotyping. GIST (Girls into science and technology) and WISE (Women into science and engineering) - encourage girls to pursue careers in these non-traditional areas. Female scientists have visited schools acting as role models. Weiner and Boaler see the impact of equal opportunity policies as a key reason for the changes in girls' achievement. Many of the barriers have been removed and schooling has become more meritocratic, so that girls, who generally work harder achieve more.