Revise Gender and educational attainment for Cambridge 9699 (6.4)

Outside the school gates, profound social and economic changes have reshaped girls' educational prospects. The impact of the feminist movement since the 1960s has been crucial, challenging traditional gender stereotypes and raising women's self-esteem and aspirations. Sue Sharpe's research (1976 vs 1994) vividly captured this shift, showing girls' priorities moving from 'love and marriage' to 'career and independence'. Changes in the family, such as an increase in divorce and lone-parent households, have created more female-headed families, providing girls with role models of independent women. Furthermore, transformations in the labour market, with the decline of heavy industry and the expansion of the service sector, have created more opportunities for women in paid work, incentivising them to gain qualifications.

Factors within the education system have also contributed significantly to girls' success. The introduction of the National Curriculum in 1988 made core subjects compulsory for both sexes, removing a key barrier. Changes in assessment, particularly the increased use of coursework, are seen by sociologists like Mitsos and Browne (1998) as favouring girls, who tend to be more organised and conscientious. Teachers' interactions and labelling may also play a part; research suggests teachers respond more positively to girls, who are often seen as fitting the 'ideal pupil' mould, creating a self-fulfilling prophecy of success. The growing number of female teachers and headteachers provides positive, pro-academic role models for girls within the school environment itself.

The relative underachievement of boys, particularly those from working-class backgrounds, is a key area of debate. Externally, the decline of traditional manual labour jobs has led to a 'crisis of masculinity' (Mac an Ghaill, 1994), where boys lose the prospect of a 'proper job' and the masculine identity that went with it, leading to fatalism about education. Internally, schools may be 'feminised' environments (Sewell, 2006), celebrating qualities that boys are socialised to reject. In response, some boys form 'laddish' anti-school subcultures, where academic work is seen as effeminate and is rejected in favour of 'macho' behaviour. This is compounded by a literacy gap, as reading is often constructed as a feminine activity during primary socialisation.

Despite girls' overall success, subject choices remain heavily stereotyped. This is explained by several factors. Early socialisation shapes 'gender domains' (Browne and Ross, 1991), where children see tasks and subjects as either male or female territory. Science and maths are often in the male domain, while arts and humanities are in the female domain. This is reinforced by gendered subject images, where textbooks and teacher encouragement subtly steer students. Peer pressure is also powerful; students risk ridicule for choosing subjects that defy gender expectations. Finally, gendered career opportunities, where certain jobs are seen as 'men's work' or 'women's work', influence subject choices as students plan for their future employment, channelling them down different paths.