Gender Differences and High Attainment

Abstract

Recent emphasis on raising attainment has focused attention onto the 'gender gap' in school attainment levels. Using data from the Scottish School Leavers Survey, the article examines factors related to high attainment and asks whether these differ for males and females. A strong relationship is established between social advantage and high attainment within each gender. There is no evidence of differential progression rates for males and females between the ages of 16 and 18. The only factor which offers any explanation for gender differences in attainment is the evidence that girls took school more seriously than boys. This supports theories that girls and boys experience different peer pressures which influence their school attainment. Other factors have also been shown to influence gender differences in performance in the research literature. Factors affecting gender differences were found equally in all schools, suggesting that wider cultural factors are also influential in creating gender differences.'catch up later ' (Tinklin et al., 2001). Multilevel modelling is used as this allows an assessment of the relationships between different factors and high attainment, as well as an assessment of the variation between schools in their ability to produce high attainers when other factors are held constant.Concern over the 'underachievement of boys' is a fairly recent phenomenon, which has been brought into focus in Scotland by the emphasis on raising attainment in schools. Government policy documents related to Raising Standards-setting targets (Scottish Office, 1998) and Targeting Excellence-modernising Scotland's schools (Scottish Office, 1999) were the first of their kind to raise the issue of gender differences in attainment directly. The latter states:Although the performance of boys and girls is improving, that of girls continues to surpass that of boys. We must ensure that this differential is narrowed. If standards are to be improved and schools are to reach their targets, the attainment of boys must be brought more into line with that of girls. (Scottish Office, 1999, chapter 2, para. 22)

Study Habits of Secondary School Students in Relation to their Socio-Economic Status and Gender

“…Female students had higher study habits scores than male students and it was similar with the findings of Hong and Lee, 2000;Tinklin, 2003;Anton and Angel, 2004;Houtte, 2004;Sud and Sujatha 2006. Further from data analysis it came into light that a significant relation exists between Study habits and Socio-economic status of secondary school students. It was found that male and female students differ in their SES, especially female students had higher SES than male students.…”

“…When the differences were examined in terms of gender, Pillai (2012) observed that significant difference exists in the study habits of male and female students moreover research studies revealed that female students were more successful academically than their male counterparts and they have better study habits and attitudes (Tinklin, 2003;Hong and Lee, 2000;Anton and Angel, 2004;Houtte, 2004;Sud and Sujatha, 2006) It is globally suggested that social-economic status is the key factor in academic performance, Caldas and Bankston 1997; Alam 2006 found that Socio-economic status is significantly related with students' academic achievement and Suleman et al (2013) in his study concluded that parental Socio-economic status; their educational, occupational and income level affects the academic achievement of students at secondary level. Sirin (2005) conducted a meta-analytic review of research on SES and academic achievement in journal articles published between 1990 and 2000.…”

Female senior secondary physics students’ engagement in science: a qualitative study of constructive influences

“…Comments such as "well, boys are just naturally good" and "I'm not sure I could do physics at uni" suggest that many still perceived a gender divide in favour of males with respect to achievement in physical and mathematical sciences, accounted for by natural ability, rather than effort (e.g. Tinklin 2003). Students also commented that they were frustrated by family members who viewed physics as a boys' subject and questioned their choice of subjects.…”

Childhood cognitive ability and adult academic attainment: evidence from three British cohort studies

“…It has been argued that prior to the 1970s, boys and girls were educated for very different occupational and domestic roles (Riddell 2000), while the 1975 Sex Discrimination Act made it unlawful to treat girls differently from boys regarding access to courses, and educational and occupational opportunities. On the other hand, continuing inequalities and persistent disadvantages for women regarding subject choice and opportunities in higher education and socio-economic status attainment have received less attention (Francis 2002;Marini and Fan 1997;Tinklin 2003). Although women make up more than half of higher education students and almost half of the labour force, proportionately fewer women than men rise to the top of their professions (Crompton 2006;Farmer 1997Farmer , 2006.…”