Gender achievement - males
Primary socialization is the process by which an individual learns the basic values, norms, and
behaviours that are expected of them by their society. It usually takes place during childhood and is
mainly achieved through the family and education system.
The reason why boys haven’t developed their literacy skills as much as boys is because they were
told to go out and to activities such as sports whereas girls were told to stay in and read. This is why
boys did not perform as well as girls in school because they were less interested in language-based
activities. This was supported by the department of education who implied that language skills were
a significant factor in education.
Kirby stated that the increase in video games meant that boys were less likely to socialise with their
peers and therefore miss out on crucial opportunities to develop their language skills.
Mitsos and Browne Globalisation and the decline of traditional men's jobs, partly due to
globalisation of the economy where the manufacturing industries relocated to developing countries
such as China to take advantage of the cheap labour. This has led to identity crisis for men. Many
boys believe that they have little prospect of getting a 'proper' job. This undermines their motivation
and self-esteem, so they give up trying to get qualifications.
Criticism of this theory-The decline is mainly in manual working class jobs that require few if any
qualifications. It seems unlikely that the disappearance of such jobs would have much impact on
boy's motivation to obtain qualifications.
Teaching, as a profession, has long been regarded as ‘female work.’ This is thought to have been the
case since the introduction of elementary state education in the 19th century (Skelton, 2002).
Elementary and primary schools are feminized because the teachers are primarily female, so the
practice and delivery of the curriculum, teachers’ expectations, and management strategies favour
girls.
LITERACY
The DCSF (2007) claimed that the main reason boys did not do as well at school was due to poor
literacy skills. This may be because mothers read less to their sons or because male leisure activities
tend to be less language based than girls’ i.e. computer games.
THE DECLINE OF TRADITIONAL MALE EMPLOYMENT
Mitos and Browne believes that the lack of jobs in traditional industries such as shipbuilding,
engineering etc. has meant that some boys do not see themselves as having opportunities so do not
try hard at school. This view has been criticised by those who point out that many traditional
industries did not require any academic qualifications anyway.
FEMINISATION OF EDUCATION
Sewell (2006) believes that boys fall behind because masculine traits such as competition and
leadership are not encouraged. He sees the introduction of coursework in place of exams as
particularly damaging for boys.
SHORTAGE OF MALE PRIMARY SCHOOL TEACHERS
Some boys have no early access to positive male role models. There are 1.5 million female headed
single parents and only 16% of primary school teachers are male (DCSF 2007).
LADDISH SUBCULTURES
Primary socialization is the process by which an individual learns the basic values, norms, and
behaviours that are expected of them by their society. It usually takes place during childhood and is
mainly achieved through the family and education system.
The reason why boys haven’t developed their literacy skills as much as boys is because they were
told to go out and to activities such as sports whereas girls were told to stay in and read. This is why
boys did not perform as well as girls in school because they were less interested in language-based
activities. This was supported by the department of education who implied that language skills were
a significant factor in education.
Kirby stated that the increase in video games meant that boys were less likely to socialise with their
peers and therefore miss out on crucial opportunities to develop their language skills.
Mitsos and Browne Globalisation and the decline of traditional men's jobs, partly due to
globalisation of the economy where the manufacturing industries relocated to developing countries
such as China to take advantage of the cheap labour. This has led to identity crisis for men. Many
boys believe that they have little prospect of getting a 'proper' job. This undermines their motivation
and self-esteem, so they give up trying to get qualifications.
Criticism of this theory-The decline is mainly in manual working class jobs that require few if any
qualifications. It seems unlikely that the disappearance of such jobs would have much impact on
boy's motivation to obtain qualifications.
Teaching, as a profession, has long been regarded as ‘female work.’ This is thought to have been the
case since the introduction of elementary state education in the 19th century (Skelton, 2002).
Elementary and primary schools are feminized because the teachers are primarily female, so the
practice and delivery of the curriculum, teachers’ expectations, and management strategies favour
girls.
LITERACY
The DCSF (2007) claimed that the main reason boys did not do as well at school was due to poor
literacy skills. This may be because mothers read less to their sons or because male leisure activities
tend to be less language based than girls’ i.e. computer games.
THE DECLINE OF TRADITIONAL MALE EMPLOYMENT
Mitos and Browne believes that the lack of jobs in traditional industries such as shipbuilding,
engineering etc. has meant that some boys do not see themselves as having opportunities so do not
try hard at school. This view has been criticised by those who point out that many traditional
industries did not require any academic qualifications anyway.
FEMINISATION OF EDUCATION
Sewell (2006) believes that boys fall behind because masculine traits such as competition and
leadership are not encouraged. He sees the introduction of coursework in place of exams as
particularly damaging for boys.
SHORTAGE OF MALE PRIMARY SCHOOL TEACHERS
Some boys have no early access to positive male role models. There are 1.5 million female headed
single parents and only 16% of primary school teachers are male (DCSF 2007).
LADDISH SUBCULTURES
