Internal factors

• Equal opportunity policies

  Policymakers are now much more aware of gender issues and teachers are more sensitive to stereotyping.
• GIST and WISE

  Encourages girls to purse in careers in these non-traditional areas.
• The National Curriculum in 1988 removed one source of gender inequality by making girls and boys study mostly the same subjects.
• Jo Boaler (1998) Equal opportunities policies

  Sees the impact of equal opportunities policies as a key reason for the changes in girls' achievement. Schooling has become more meritocratic. Girls who work harder than boys achieve more.
• Positive role models in schools

  Significant increase in the proportion of female teachers and heads. These women in senior positions may act as role models for girls. That women can achieve positions of importance.
• GCSE and Coursework

  Stephen Gorard (2005) found that the gender gap in achievement was constant from 1975 until 1989. The gender gap in achievement is a "product of the changed system of assessment rather than any more general failing boys".
• Eirene Mitosis and Ken Browne (1998) GCSE and Coursework

  Girls are more successful in coursework as they are more conscientious and better organized.

  • Spend more time on their work
  • Take more care with the way it is presented.
  • Better at meeting deadlines.
  • Bring the right equipment and materials to lesson.
• Jannette Elwood (2005) GCSE and Coursework

  Argues that although coursework has some influence, it is unlikely to be the only cause of the gender gap as exams have much more influence than coursework on final grades.
• Teacher attention

  Jane and Peter French (1993) analysed classroom interaction, they found that boys received more attention because they attract more reprimands (disapproval).
• Becky Francis (2001) Teacher attention

  Found that while boys got more attention, they were disciplined more harshly and felt picked on by teachers, who tended to have lower expectations of them.
• Swann (1998) Teacher attention

  Discovered that gender differences in communication styles. Boys dominate in whole-class discussions, whereas girls prefer pair-work and group work. Explaining why teachers respond more positively to girls, seen as more cooperative than boys being disruptive. Leading to a self-fulfilling prophecy.
• Challenging stereotypes in the curriculum

  Research in the 1970s and 80s found that reading schemes portrayed women mainly as housewives and mothers.
• Gaby Weiner (1995) Challenging stereotypes in the curriculum

  Argues that since the 1980s, teachers have challenged such stereotypes. Sexist images have been removed from learning materials. Helping raise girls' achievement by presenting them with more positive images with what women can do.
• Selection and league tables

  Marketisation policies have created a competitive climate which schools see girls as desirable recruits as they achieve better exam results.
• David Jackson (1998) Selection and league tables

  The introduction of exam league tables has improved opportunities for girls: high-achieving girls are attractive to schools, whereas low-achieving boys are not. Tending to create a self-fulfilling prophecy. As girls are more likely to be recruited by good schools, doing well.
• Rogler Slee (1998) Selection and league tables

  Argues that boys are less attractive to schools as they're more likely to suffer from behavioral difficulties, and are 4x more likely to be excluded.