internal factors- girls

• equal opportunities policies

  • increasing equal opportunities was a main catalyst in greater educational achievement for girls
  • policies like GIST and WISE encourage women to pursue careers in stem based fields
  • introduction of national curriculum in 1988 meant it was compulsory for boys and girls to study science, this meant more equality in opportunity for girls
• positive role models for girls

  • more assertive women taking on senior positions in schools meant more girls had the incentive to work harder
  • role models demonstrate the capability of women to seize high positions of importance, and offer non-traditional goals to aim for
• GCSE & Coursework

  • some sociologist argue that changes in how pupils are assessed have favoured girls
  • mitsos & browne found that girls are more successful at coursework, due to their more organised nature and that girls mature faster than boys
  • girls are socialised at an early age to be patient, neat and tidy, qualities that serve as an advantage in todays education system
• teacher attention

  • spender; teachers spend more time interacting with boys than girls
  • Jane & peter french; boys only receive more attention because they attract more reprimands
  • francis; boys are disciplined more harshly & feel more targeted by teachers who had low expectations
  • swann; looked at gender differences in communication, boys dominate class discussions, girls prefer pair work, and are better at listening & cooperating
• challenging stereotypes in curriculum

  • removing sexist images in textbooks and learning materials has aided in removing a barrier to girls’ achievement
  • weiner; sexist images have been removed and teachers have began to challenge stereotypes