Gender Differences in Education: Subject Choice
National Curriculum: There continues to be a fairly traditional pattern of ‘boys’ subjects and
‘girls’ subjects.’. Boys still tend to opt for subjects such as maths and physics, while girls are
more likely to choose modern languages, for example: The National Curriculum gives pupils
little freedom to choose or drop subjects by making most subjects compulsory until 16.
However, where choice is possible, both in the National Curriculum and much more so after
16, boys and girls tend to follow different ‘gender routes’ through the education system.
This is shown in National Curriculum options, AS and A levels and vocational courses.
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National Curriculum Options: Where there is a choice in the National Curriculum, there is a
distinct difference between girls and boys choices.
For example, although design and technology is a compulsory subject, girls tend to choose
food-technology whilst boys are more-likely to choose resistant materials and woodwork.
Therefore, whilst compulsory these set subjects see a divide in choices between boys and
girls as they can be typically seen as either ‘masculine’ or ‘feminine’.
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AS and A Levels
Gendered subject choices become more noticeable at AS/A Levels when students have
more choice. For example, there are big gender differences in entries of A-Level subjects
(I.E. DfE found that in 2019, Boys opted for physics 80% with girls choosing Sociology 23%
and English 26% more likely).
Such differences are mirrored in subject choices at university.
These patterns are not new, for example the Institute of Physics (2012) found that the
proportion of A-Level physics students who are girls have been ‘stubbornly consistent’ at
around 20% for over 20 years hence criticising the effectiveness of WISE and GIST as they
may not have had their intended effects in getting girls into science.
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Vocational Subjects
Vocational courses prepare students for specific careers
Gender segregation is a very noticeable feature of vocational training; for example, only one in 100
childcare apprentices is a boy.
National Curriculum: There continues to be a fairly traditional pattern of ‘boys’ subjects and
‘girls’ subjects.’. Boys still tend to opt for subjects such as maths and physics, while girls are
more likely to choose modern languages, for example: The National Curriculum gives pupils
little freedom to choose or drop subjects by making most subjects compulsory until 16.
However, where choice is possible, both in the National Curriculum and much more so after
16, boys and girls tend to follow different ‘gender routes’ through the education system.
This is shown in National Curriculum options, AS and A levels and vocational courses.
-
National Curriculum Options: Where there is a choice in the National Curriculum, there is a
distinct difference between girls and boys choices.
For example, although design and technology is a compulsory subject, girls tend to choose
food-technology whilst boys are more-likely to choose resistant materials and woodwork.
Therefore, whilst compulsory these set subjects see a divide in choices between boys and
girls as they can be typically seen as either ‘masculine’ or ‘feminine’.
-
AS and A Levels
Gendered subject choices become more noticeable at AS/A Levels when students have
more choice. For example, there are big gender differences in entries of A-Level subjects
(I.E. DfE found that in 2019, Boys opted for physics 80% with girls choosing Sociology 23%
and English 26% more likely).
Such differences are mirrored in subject choices at university.
These patterns are not new, for example the Institute of Physics (2012) found that the
proportion of A-Level physics students who are girls have been ‘stubbornly consistent’ at
around 20% for over 20 years hence criticising the effectiveness of WISE and GIST as they
may not have had their intended effects in getting girls into science.
-
Vocational Subjects
Vocational courses prepare students for specific careers
Gender segregation is a very noticeable feature of vocational training; for example, only one in 100
childcare apprentices is a boy.
