Executive summary
A number of key points have been identified across several themes in the review of the literature on gender inequalities in schools.
Patterns of gender difference in attainment
- In Scotland, the percentage of pupils attaining age-related target levels is higher for girls than boys at most, if not all, stages and in most, if not all, subjects.
- Statistical data does not offer a clearly and consistently differentiated picture: gender differences are more marked in some subject areas, at some stages and at some levels of attainment.
- Differences are greater for later primary and early secondary but the gap steadily increases from Primary 3 onwards.
- The attainment gap for girls and boys is greater for literacy, and particularly for writing, than for mathematics.
- Gender differences are mediated by other social factors, and principally by social class.
- Boys are also demonstrated as faring worse than girls in relation to behaviour, with four times more secondary-aged boys than girls being excluded.
- Policy related to schools tends not to reflect gendered patterns of pupil experience ( e.g. Better Behaviour - Better Learning).
Causes of gender differences
In-school differences between girls and boys are broadly twofold:
i. there are different styles of learning, which need different styles of teaching; and
ii. girls and boys seem to relate differently to schooling and learning and girls find it easier to succeed in school settings.
- In general, the evidence indicates that gender is socially and culturally formed.
- The construction of gender identities starts with early experiences in the family but continues throughout the span of schooling.
- Children's identities are seen as multi-faceted, and as changing through processes of negotiation in different social and cultural contexts, including school.
- Some strategies to address gender differences have failed because they have treated gender as fixed and dichotomous, limiting the ways in which girls and boys are able to view masculinities and femininities.
- Strategies have failed to respond to the ways in which gender is mediated by other forms of identity such as social class and local cultures.
Stage-specific issues
- Differential patterns of gender attainment emerge very early in schooling and are particularly marked in literacy and personal and social development, where girls do better than boys.
- Restrictions on curriculum choice have been seen as one way of tackling highly gendered patterns of subject uptake and attainment because, within a broader core curriculum, girls and boys are compelled to take a wider range of 'non-traditional' subjects.
- Questions have been raised as to whether girls sustain their higher attainment in the wider social arena, with some working-class girls/young women being quickly subordinated to boys/young men in their post-school experience.
Learning, teaching and assessment
- 'Gender sensitive' teaching should accommodate gender differences by providing tasks and activities to suit a range of learning styles and preferences whilst avoiding stereotyped assumptions about boys and girls.
- Sound approaches to gender inequalities encompass well designed assessment processes with varied tasks which allow all pupils to demonstrate their learning.
- Staff awareness is needed of the impact of teacher expectations and interactions on the behaviour and attitudes of boys and girls.
- Teachers should be encouraged to monitor classroom dynamics such as gendered patterns of pupil/teacher interactions in order to increase teachers' awareness of, and responsiveness to, gender issues.
- 'Gender sensitive' behaviour policies try to ensure consistency in the use of praise and reprimand whilst also recognising their differing impacts on boys and girls, for example, in their responses to public praise.
Classroom organisation
- There are criticisms of the practice of using girls to 'police' boys' behaviour in mixed gender classes.
- Single gender groupings used flexibly can have a potential positive impact with benefits for both boys and girls.
- There is a case for using of single gender groups in sensitive subjects and for particular aspects of the curriculum, for example, in Health Education or in Personal and Social Education where sex education is a theme.
- Preparation should include discussions about the rationale for single gender classes with all stakeholders.
- Staff commitment to changes in organisational strategies is critical.
- There is a possibility of increasing 'laddish' behaviour in some boy-only settings.
Whole school perspectives
A way forward may be provided by change management processes involving a complex range of strategies including:
- the identification of issues and problems specific to the school by gathering a variety of data, including the views of stakeholders;
- the use of strategies to raise staff awareness;
- the development of specific teaching skills to address issues of gender inequality in the classroom;
- the use of public events to raise interest;
- the involvement of all stakeholders in discussion; and
- the use of monitoring to sustain and enhance progress.
Vocational education
- Patterns of gender stereotyped post-school destinations are still apparent for school leavers and these patterns disadvantage girls in particular.
- Early leavers have particular needs in terms of advice and support, with girls experiencing poorer outcomes in spite of higher attainment.
- A specific focus on gender-related issues is needed at option-choice times in schools.