external factors of gender differences in achievement

• Gender gap in achievement


  The difference in academic performance between males and females
• Changes in gender gap over time

  • Up until 1980s, females underachieved compared to males
  • During 1990s, females caught up and began to outperform males
  • Both male and female achievement has increased, but concerns still focused on the gap where males currently underachieve
• Evidence of gender gap

  • Girls do better than boys at every key stage in SATs
  • Girls generally outperform boys in GCSEs (except in science based subjects)
  • Females are more likely than males to achieve 3 A-level passes
  • In vocational studies, females are more likely to achieve 'distinction' passes, even in 'traditional' male subjects like engineering and construction
  • More females than males are accepted into universities
• Impact of feminism


  • Helped improve rights of women and raise their self-esteem/motivation
  • Expectations began to change and women were no longer strictly bound to the expressive role
  • In the 1990s, 'girl power' encouraged young girls to be more independent, seek education and be ambitious
  • Gender scripts became weaker
• Changing employment opportunities


  • Growing service sector created more career opportunities for women, e.g. hospitality, customer service, human resources
  • Changes in employment legislation encouraged gender equality in the workplace, creating more opportunities for women, e.g. 1970 Equal Pay Act, 1975 Sex Discrimination Act
• Francis interviewed girls about their career aspirations and concluded that, due to increased employment opportunities, females had become more ambitious, aiming for professions such as doctors and solicitors
• Changes in the family

  • Working mothers/single parents became positive role models for daughters, which encouraged ambition and greater independence
  • However, gender socialisation can also contribute to girls' achievement, as typical female socialisation encourages traits such as obedience and organisation which are more suited to education than typical male socialisation
• Bedroom culture


  The way girls socialise and spend their leisure time, which can encourage traits compatible with educational success, e.g. girls tend to read more than boys and spend leisure time socialising and talking with friends, developing their literacy and communication skills