Assess the claim that gender differences in educational achievement are primarily the ‘result of changes in wider society’

Using material from Item A and elsewhere, assess the claim that gender differences in educational achievement are primarily the 'result of changes in society'

Schlosser. She carried out the study while on a post-doctoral fellowship at Princeton University, and will study the effects of gender in higher education lecture halls next. This is one of few studies of its kind to use scientific data to address the question of gender effects in school. Boys with more female peers in their classes show higher enrollment rates in both advanced math and science classes, but overall benefits were found in all grades for both sexes. Prof. Schlosser found that primary-school classrooms with a female majority showed increased academic success for both boys and girls, along with a notable improvement in subjects like science and math. In the middle schools, girls were found to have better academic achievement in English, languages and math. And in high school, the classrooms which had the best academic achievements overall were consistently those that had a higher proportion of girls enrolled. A higher percentage of girls lowers the amount of classroom disruption and fosters a better relationship between pupils and their teacher, a study of the data suggests. Teachers are less tired in classrooms with more girls, and pupils overall seem to be more satisfied when a high female-to-male ratio persists. Prof. Schlosser was inspired to the study by a “renewed interest on the effects of classroom gender composition on students’ learning, since a new amendment to America’s Title IX

In the past females have achieved less well than boys at higher levels in the education system, then during the 1990', the girls over took boys at all levels in the education system. The percentage of females in the UK achieving two or more A-levels or equivalent has increased from 20% in 1990 to 42% in 2006. Over the same time period, the percentage of males achieving the same level increased from 18% to 33%. On the other hand, there still continues to be a large difference in the choice of subjects by males and females. Even with the national curriculum being restrictive in the lower levels, meaning both male and females do the same subjects, when they get to a-levels and degree level, both male and females still tend to choose different

An ever changing, yet common issue, in today's generation revolves around how society views gender. The general consensus dictates that gender, as a whole, is a spectrum, rather than a standard set for each individual male and female to follow throughout everyday life. However, there are those individuals who wish to remain reluctant in changing their view of society. Some believe it is better to allow the education system to be segregated by gender, in order to provide more resources to both girls and boys. One person in favor of this public education reform is David Brooks, a neuroscientist who published the article titled “The Gender Gap at School.” A thorough analysis of the effects of literature on men and women, biological factors

Assess the view that gender differences in achievement are largely the result of changes in the education system

As discussed in a recent essay by Saul Kaplan “The Plight of Young Males”, there is a serious academic gender achievement gap in the United States and as I will discuss, around the world. Young women are doing significantly better than young men, and the results are shocking. In the latest census, males make up 51 percent of the total U.S. population between the ages of 18-24. Yet only 40 percent of today’s college students are men. Since 1982, more American women than men have received bachelor’s degrees. In the last ten years, two million more women graduated from college than men. As Kaplan reveals, the average eleventh-grade boy writes at the level of the average eighth-grade girl. He also states that women dominate high school honor rolls and now make up more than 70 percent of class valedictorians. Kaplan says, “I am happy to see women succeeding. But can we really afford for our country’s young men to fall so far behind,” (733)?

Most people think that gender equality is now common place in Western societies, but research shows that gender equality, which gained momentum in the 1970s, has since stalled, particularly when we look at class issues. Some issues have been hit head on, issues relating to sexist job ads and some sexist behavior at work…but we still have a long way to go. The wage gap between men and women is especially concerning.

Over time there has been a change in gender success throughout education “coming into the late 1980’s girls were less likely than boys to obtain one or more A-levels and were less likely to go on to higher education however 1990 's there was a sudden reversal girl were doing better than boys and In 2006 10% more females were obtaining 2 or more A-levels than males (Trueman,2016)”. In today’s society feminist’s doubt that the topic in school want girls to achieve less like the model also considers that gender stereotyping may still be in society as boys are believed to fit better in the workforce than girls. The distinction between girls and boys are often sketched on sex and ideas of biology Dr Zuleyka mention that “Sex are the biological traits that societies use to assign people into the category of either male or female, whether it be through a focus on chromosomes, genitalia or some other physical ascription." (Zevallos), Gender does not depend on biological personality it is an idea that describes how societies determine and manage sex categories also determined by what an individual feels and does. Girls are more conscientious and mature while boys are seen as a liability student. A parent who spends less time reading to their son impact their son to achieve a lower grade. Many jobs tend to be dominated by one gender for example nursing which is seen as a female job. Girls do consistently better than boys at all levels and likely to get higher grades

Girls and boys have similar test scores, and in some places, boys even dominate. In reading, “79 percent of elementary schoolgirls” and “72 percent of boys” can “read at a level deemed proficient” (p.11). The statistics on test scores are almost equal, proving that girls are not forging ahead in education and leaving the boys in the dust. In math, “boys and girls are about equal” (p.11). Many education experts worry that boys are failing, but they have nothing to worry about. Actually, “62 percent of kids who earn perfect 2,400 scores on the SAT are boys” (p.12). So, girls are not only equal to the boys, but boys even lead in some places. If women were to dominate the world, they’d have to be more intelligent than men, and test scores do not prove that. Girls have simply caught up to boys in academics. Just as girls don’t “dominate” in school, women don’t take over the workplace either. Men are likely to work in summer jobs like construction, so dominance will shift “with men predominant in the summers and women in winters.” (p.3). Since the workplace is more or less balanced, there’s no need to worry that because women are excelling, men are getting worse. Women are not taking over the world and the dawn of an era without men is not coming. Women are not going to “dominate” because they are not really “ahead” of men. They are simply working towards being

Gender differences occur in many aspects of a person’s life whether it is culture, politics, occupation, family and relationships, or the economy (just to name a few). One major difference in gender occurs in learning and education in the elementary and secondary levels. Research has found that males and females learn differently in many aspects of education. First of all, female and male brains are constructed differently affecting the way they learn; this leads to basic differences in learning and also gives an introduction into why the way one learns differs according to gender and how males and females learn subjects and tasks differently. Second, males and females are treated differently, sometimes unconsciously, in educational

There has been a major development in women’s equal rights since the Equality Act 2010 was introduced that includes gender equality as one of the strands which states people under this act cannot discriminate or harass and victimise another individual( Ref). The gender pay gap between men and women has been on debate for many years. This essay will examine whether or not in this modern day society their still remain gender inequalities through the use of relevant theories this essay is determined to establish whether these inequalities still exist in employment by exploring social, biological and cultural explanations and differences between men and women. Why women are more likely to be discriminated and oppressed and how I can use this awareness to challenge and address gender inequalities in employment.

In conclusion, the gender inequality that still persists today is due to the old and new literature children read. Society is stuck on the idea that girls are the house-wife, the mother, and the damsel-in-distress. This is prevalent in Little Women, Peter and Wendy, and the Harry Potter series. These books tell girls to conform to societies wishes which does not allow girls to progress in the world and shows girls they are unequal to boys. Sexism is a problem today and is why women cannot earn the same pay as men. Women have tried to break away from these female stereotypes however, these attempts have proved useless since women are still struggling to break free. There are no reasons why sexism should exist. Anything a boy can do is not

It shows that increased female education at all the stages (i.e. primary, elementary, secondary and

Gender equity in terms of education is about the socialization of men and women and the results of this process on the life outcomes of the two genders (Husen & Postlethwaite, 1994). In the United States, the education system is required to treat males and females equally. There has been much research done to compare the genders in all areas. In the past, research has found that women fall far behind men in many areas such as math, and science, but men lag behind women in certain areas as well. Over the years, many provisions have been made with the goal of equalizing the treatment of girls and boys in public education. These improvements are proven successful as women, as well as men, are advancing in areas where they tend to lag

As noted above, gender disparity in education is closing quickly although there are still significant regional and urban/rural differentials. The net enrollment ratio in primary education for both boys and girls increased from 83 percent in 1995 to 90 percent in 2008. National GERs for girls for primary education increased from about 93 percent in 1996/1997 to about 103 percent in 2002/03, while national GERs for boys increased from about 101 percent in 1996/1997 to about 108 percent in 2002/03. At the primary level, GERs increased from 97.5 percent to 105.8 percent over the same period. GERs for girls grew faster than those of boys, rising by over 10 percent over the period, or at an average of 1.5 percent per year. GERs for boys rose by 6.7 percent over this period or at the rate of about 1 percent per year. Translated, between 1996-97 and 2001-02, the gender gap shrank from 7 percent to 3.5 percent. If this trend were to be sustained, there should be no gender gap at the primary level by 2015. There are significant issues remaining to be addressed, however. As noted in the previous section on education, girls from rural areas and from