Sociology -> Gender and Education 10 Marker MILESTONE
The gender gap in education is profoundly seen, amongst every level of assessment, from Y1 up until
university, degree level. For example, in Year 1, girls do better by 7-17% in all 7 areas assessed and in
almost ‘all subjects at GCSE level females’ are achieve on average 10% higher than their male
counterparts. This clearly shows underachievement for males and overachievement for females
within the education system.
One reason for the gender difference in educational attainment can be as a result of the ‘impact of
feminism’. For example, McRobbie (1994) assessed the impact of third-wave feminism by comparing
magazine covers from the 1970s against the 1990s. She found that in the 1970s magazine covers
emphasised the housewife role, and the idealised domestic labourer and not being ‘left on the shelf’
giving no priority to education and taking a role in the job market. However, in the 1990s their was a
contrasting image provided one of an assertive, working and independent women; these magazine
covers emphasised that women could achieve both in education and work. This can affect
educational achievement as women may be more motivated, encouraged and have increased self-
esteem. Furthermore, this trend of the media being used to project positive image about women has
continued into contemporary society, for example on ‘Instagram’, a social media website the
hashtag ‘thisgirlcan’ has been used over 2.4million times to encourage women into traditionally
male dominated sports. Externally projecting a notion that girls and women are equal to boys and
have the same chances of success can act as motivation, fuelling their drive, which at a young age
can significantly affect educational achievement with role models expressing a desire and necessity
upon education and qualifications. However, whilst this may present an image of gender differences
within society, radical feminists would continue to argue that there is clear gendered differences
(especially within the job market), women are still limited by a ‘glass ceiling’ and their life chances
are restricted, hence suggesting that the images portrayed by he newspapers are unrealistic and
perhaps superficial. Furthermore, some sociologists would criticise the use of the ‘impact of
feminism’ in creating gender differences in educational achievement, seeing factors internally, such
as teacher labelling (Abraham; 1995) or the national curriculum (1988) and coursework as more
important factors.
Furthermore, another reason for the gender difference in educational achievement can be
considered by the perspective of male underachievement, due to the changes within ‘the job
market’. For example, globalisation and the rise of TNC’s employing cheaper labour has led to a
decrease of traditionally male dominated jobs, with many of these (such as coal and steel works)
being exported to countries such as China. Mitsos and Browne (1998) argue that this has led to a
‘identity crisis’ for males whose traditionally roles have diminished, and they may not see a role for
them within the job market. They further argue that this can reduce motivation and encouragement
within school and thus decrease educational achievement as there is little encouragement in terms
of career paths for the young children; as perhaps the jobs of their parents, grandparents and those
in their community is no-longer achievable as a result of globalisation. Hence young males may view
education unfavourably or apathetically thus reducing educational achievement and creating gender
differences. However, these jobs lost were mainly working-class jobs, which may not have needed
qualifications and it can thus be argued that the impact of globalisation could have had the opposite
effect on male motivation and achievement. For example, in a ‘knowledge economy’ qualifications
and educational achievement is valued more highly than it would have been to work in ‘traditional’
male work and hence males may conversely be more motivated and encouraged to achieve due to
the necessity of it hence perhaps improving achievement for males.
The gender gap in education is profoundly seen, amongst every level of assessment, from Y1 up until
university, degree level. For example, in Year 1, girls do better by 7-17% in all 7 areas assessed and in
almost ‘all subjects at GCSE level females’ are achieve on average 10% higher than their male
counterparts. This clearly shows underachievement for males and overachievement for females
within the education system.
One reason for the gender difference in educational attainment can be as a result of the ‘impact of
feminism’. For example, McRobbie (1994) assessed the impact of third-wave feminism by comparing
magazine covers from the 1970s against the 1990s. She found that in the 1970s magazine covers
emphasised the housewife role, and the idealised domestic labourer and not being ‘left on the shelf’
giving no priority to education and taking a role in the job market. However, in the 1990s their was a
contrasting image provided one of an assertive, working and independent women; these magazine
covers emphasised that women could achieve both in education and work. This can affect
educational achievement as women may be more motivated, encouraged and have increased self-
esteem. Furthermore, this trend of the media being used to project positive image about women has
continued into contemporary society, for example on ‘Instagram’, a social media website the
hashtag ‘thisgirlcan’ has been used over 2.4million times to encourage women into traditionally
male dominated sports. Externally projecting a notion that girls and women are equal to boys and
have the same chances of success can act as motivation, fuelling their drive, which at a young age
can significantly affect educational achievement with role models expressing a desire and necessity
upon education and qualifications. However, whilst this may present an image of gender differences
within society, radical feminists would continue to argue that there is clear gendered differences
(especially within the job market), women are still limited by a ‘glass ceiling’ and their life chances
are restricted, hence suggesting that the images portrayed by he newspapers are unrealistic and
perhaps superficial. Furthermore, some sociologists would criticise the use of the ‘impact of
feminism’ in creating gender differences in educational achievement, seeing factors internally, such
as teacher labelling (Abraham; 1995) or the national curriculum (1988) and coursework as more
important factors.
Furthermore, another reason for the gender difference in educational achievement can be
considered by the perspective of male underachievement, due to the changes within ‘the job
market’. For example, globalisation and the rise of TNC’s employing cheaper labour has led to a
decrease of traditionally male dominated jobs, with many of these (such as coal and steel works)
being exported to countries such as China. Mitsos and Browne (1998) argue that this has led to a
‘identity crisis’ for males whose traditionally roles have diminished, and they may not see a role for
them within the job market. They further argue that this can reduce motivation and encouragement
within school and thus decrease educational achievement as there is little encouragement in terms
of career paths for the young children; as perhaps the jobs of their parents, grandparents and those
in their community is no-longer achievable as a result of globalisation. Hence young males may view
education unfavourably or apathetically thus reducing educational achievement and creating gender
differences. However, these jobs lost were mainly working-class jobs, which may not have needed
qualifications and it can thus be argued that the impact of globalisation could have had the opposite
effect on male motivation and achievement. For example, in a ‘knowledge economy’ qualifications
and educational achievement is valued more highly than it would have been to work in ‘traditional’
male work and hence males may conversely be more motivated and encouraged to achieve due to
the necessity of it hence perhaps improving achievement for males.
