Evaluate sociological explanations of gender differences in educational achievement

The question above appeared in the A-level sociology May 2022 7192/1 Education with Theory and Methods Paper.

This blog post presents an essay which should score in the top mark band.

The full question

Read Item B below and answer the question that follows.

Item B

The patterns of educational achievement by gender have changed over time. Some sociologists explain these patterns through factors external to schools, such as socialisation and parental attitudes towards education. Changes in wider society, such as employment opportunities, may also contribute to these patterns.

However, the way schools are organised and the social interactions that take place within schools are also likely to affect gender differences in educational achievement.

Applying material from Item B and your knowledge, evaluate sociological explanations of gender differences in educational achievement. [30 marks]

An Answer

Introduction

Over the past few decades, there has been a significant shift in gender patterns of educational achievement in the UK. Boys used to outperform girls. However, recent data shows that girls now generally achieve better results at most levels of education.

External Factors

Item B highlights that external factors to schools, such as socialisation, play a significant role. Parental attitudes are also important in explaining gendered patterns of achievement.

One key external explanation is gender role socialisation. Sociologist Ann Oakley argued that gender socialisation begins at home. Girls are encouraged to be more passive and compliant. These traits are valued in schools. Parents are also more likely to encourage girls to read, which may explain their stronger literacy skills early on.

Another significant external factor is the changing position of women in society. The rise of feminism since the 1970s is notable. Sue Sharpe highlights this in her study “Just Like a Girl” (1976, 1994). She found that girls’ aspirations changed from marriage and family in the 1970s to careers and independence by the 1990s. This shift is also supported by improvements in employment opportunities and the introduction of equal pay and anti-discrimination laws. As a result, girls now see educational achievement as key to their future.

In contrast, Paul Willis’s classic study “Learning to Labour” (1977) offers insight into why boys might underachieve. Willis found that working-class boys often formed anti-school subcultures. These subcultures valued manual labour over academic success. This led to lower achievement and reinforced a “laddish” culture where academic work was devalued.

External factors like socialisation and changing opportunities help explain long-term changes. However, they cannot fully account for variations within schools. They also do not explain why some boys still do well. Therefore, it’s necessary to consider internal, in-school factors too.

Internal Factors

Item B also notes that “the way schools are organised and the social interactions that take place within schools are also likely to affect gender differences.” Teacher expectations and labelling play a major role. John Abraham found that teachers tend to view girls as more capable and better behaved. This perspective leads to higher expectations and more encouragement. This can produce a self-fulfilling prophecy, boosting girls’ achievement.

Conversely, boys are often labelled as disruptive, which can undermine their confidence and encourage anti-school attitudes. The influence of peer group cultures is significant. Willis showed that boys may experience pressure to act “tough.” They may avoid academic work, creating anti-school subcultures that hinder achievement.

The structure of assessment is another factor. According to research by Stephen Gorard, the introduction of coursework in the 1980s and 1990s benefited girls. Girls generally had better organisation and sustained effort. More recently, the coursework was reduced. There was a return to exam-based assessment. This change led to a slight narrowing of the gender gap.

Subject choices also matter. Girls are more likely to choose humanities and arts subjects. Boys tend to gravitate towards sciences and technology. This pattern is shaped by both peer pressure and teacher encouragement, and has long-term effects on achievement and future opportunities.

However, critics argue that focusing on gender alone ignores other key factors such as class and ethnicity. Not all girls are high achievers; working-class girls, in particular, still face significant barriers.

Education Policy

Although Item B does not directly mention policy, education reforms have played a role in shaping gendered achievement. The ReviseSociology (2023) post on education policy and gender explains several initiatives. Policies like GIST (Girls into Science and Technology) have encouraged girls to pursue non-traditional subjects. WISE (Women into Science and Engineering) has also promoted this effort. They have also challenged stereotypes. Anti-sexist policies and the promotion of equal opportunities have raised girls’ attainment.

Some argue that policy needs to do more to address boys’ underachievement. Girls have overtaken boys at most levels. Critics suggest more targeted interventions for boys are needed, especially those from disadvantaged backgrounds.

Conclusion

In conclusion, the gender gap in educational achievement is shaped by a complex interaction of external and internal factors. External factors such as gender socialisation, changing aspirations, and employment opportunities—highlighted by Oakley, Sharpe, and Willis—have played a major role. Internal school processes, such as labelling and assessment methods—highlighted by Abraham and Gorard—are also crucial. Education policies have tried to address these issues, with varying success. Overall, sociological explanations must consider the diversity of experiences among boys and girls. They must also consider intersections with class and ethnicity.

Links to sources:

• Gender Gap in Education Overview
• Home and Society Factors
• In-School Factors
• Education Policy and Gender

Key references used:

• Ann Oakley (gender socialisation)
• Sue Sharpe (“Just Like a Girl”)
• Paul Willis (“Learning to Labour”)
• John Abraham (teacher expectations and labelling)
• Stephen Gorard (impact of coursework and assessment)