Outline two in school factors that may shape gender differences in education (4)
1. Equal opportunities policies are a key factor in the improvement of girls’ educational
performance. Policies such as GIST and WISE encourage girls to pursue careers in non traditional
areas and have more confidence in their abilities.
2. Positive role models within education have helped to show girls it is possible for them to achieve
important positions and make them work hard in education to gain such positions. This motivation
allows them to achieve highly. For example, in 2020 66% of teachers were women and 40%
headteachers giving the impression that girls feel at home within school.
Outline three ways in which the education system may be seen as patriarchal. (6 marks - May
2022)
1 Teachers reinforce dominant definitions of gender identity. Mac an Ghaill found male teachers told
boys off for ‘behaving like girls’ and teased them when they gained lower marks in tests than girls.
Indicating how boys are seen as superior to girls.
2 Mac an Ghaill states how a male gaze exists within education where male pupils and teachers look
girls up and down, seeing them as sexual objects and making judgements about their appearance.
This is patriarchal as it is a form of surveillance of women in which dominant heterosexual
masculinity is reinforced.
3 Lees identifies double standards within education where boys boast about their sexual exploits,
but girls get called a slag if they behave in a certain way. Double standards are an example of
patriarchal ideology.
Outline 3 ways in which factors within school may shape gender differences in subject choice (6
marks - May 2017)
1 Early socialisation is one factor that shapes subject choice. Norman says how girls and boys play
with different toys when younger. For example, girls play with dolls and families, which could lead to
more people-centred subjects. Whereas boys play with cars and footballs leading them into subjects
like physics or sport based ones. EXTERNAL
2 Another factor is gendered subject images. Kelly says science is likely to be seen as a boys subject
because teachers are more likely male. Also, examples teachers and textbooks use in sciences often
draw on boys’ interests so girls may feel excluded.
3 Gender identity is another factor. Paetcher suggests sport is seen as mainly within the gender
domain in school, so girls who are ‘sporty’ have to cope with an image contradicting the
conventional female stereotype. May explain why girls opt out of sport subjects especially as they
may get called names like ‘lesbian’ or ‘butch’.
1. Equal opportunities policies are a key factor in the improvement of girls’ educational
performance. Policies such as GIST and WISE encourage girls to pursue careers in non traditional
areas and have more confidence in their abilities.
2. Positive role models within education have helped to show girls it is possible for them to achieve
important positions and make them work hard in education to gain such positions. This motivation
allows them to achieve highly. For example, in 2020 66% of teachers were women and 40%
headteachers giving the impression that girls feel at home within school.
Outline three ways in which the education system may be seen as patriarchal. (6 marks - May
2022)
1 Teachers reinforce dominant definitions of gender identity. Mac an Ghaill found male teachers told
boys off for ‘behaving like girls’ and teased them when they gained lower marks in tests than girls.
Indicating how boys are seen as superior to girls.
2 Mac an Ghaill states how a male gaze exists within education where male pupils and teachers look
girls up and down, seeing them as sexual objects and making judgements about their appearance.
This is patriarchal as it is a form of surveillance of women in which dominant heterosexual
masculinity is reinforced.
3 Lees identifies double standards within education where boys boast about their sexual exploits,
but girls get called a slag if they behave in a certain way. Double standards are an example of
patriarchal ideology.
Outline 3 ways in which factors within school may shape gender differences in subject choice (6
marks - May 2017)
1 Early socialisation is one factor that shapes subject choice. Norman says how girls and boys play
with different toys when younger. For example, girls play with dolls and families, which could lead to
more people-centred subjects. Whereas boys play with cars and footballs leading them into subjects
like physics or sport based ones. EXTERNAL
2 Another factor is gendered subject images. Kelly says science is likely to be seen as a boys subject
because teachers are more likely male. Also, examples teachers and textbooks use in sciences often
draw on boys’ interests so girls may feel excluded.
3 Gender identity is another factor. Paetcher suggests sport is seen as mainly within the gender
domain in school, so girls who are ‘sporty’ have to cope with an image contradicting the
conventional female stereotype. May explain why girls opt out of sport subjects especially as they
may get called names like ‘lesbian’ or ‘butch’.
