Untitled Essay Research Paper Evaluation The results

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Untitled Essay, Research Paper Evaluation The results from our observation and from the context analysis of the story clearly support the growing international notion that boys are simply underachieving at school. Whilst many think that boys are achieving no less there is definitely a growth in the gap between the sexes at all levels of education from secondary to primary schooling and possibly even from birth. Ultimately the figures speak for themselves with a noticeable gap being recognized at the age of 7 with girls leading in writing and reading, At 11 the gap then continues with girls out performing boys in all subjects including traditional male topics such as Math and Science. By the time of G.C.S.E results girls are again ahead disproving the idea that boys simply

mature later. With girls dominance in traditional male subjects such as C.D.T. as a national survey showed (girls were two thirds better than boys were) and all over the board averaging 8% over the boys at G.C.S.E (Arnot et al, 1996). So what is the future for boys in society, is it possible for them to regain the ground or is it all societies fault? In this explanation we hope to explain some of the sociological theories which have been offered to explain this and ultimately why this gap has grown so suddenly with the help of both named studies and external statistical data. First of all to explain why women are suddenly out striping boys it is important to realise that this may not be a recent phenomenon which has suddenly occurred recently. For many feminists this is the view

they have held for some time saying that prior to this growth female students were simply restricted from growing. A change in the female ideology has thus taken place as shown in Sue Sharpe s study Just like a Girl in which girls reactions and thoughts on life were recorded in 1976 and later in 1994. From these results she concluded the 1976 pupils were simply worried about love, marriage, husbands, children, jobs, career, in that order whilst in 1994 she highlighted that they were a job, career & being able to support themselves . So what changed in the space of time between the first and second collection of data and how did these affect women`. Historically this time was one of great change in education and after Margaret Thatcher s election success in 1976 the idea of

comprehensives were scrapped and slowly but surely the tri-partite system that was stacked against women giving them higher pass rates into the better educational faculties of grammar schools was disbanded; as power was taken away from the L.E.A s (1988-Eductaion Reform Act). The attempts to improve schooling and especially the class and gender differences were then pushed heavily in the introduction of G.C.S.E. s, S.A.T. s and the National Curriculum, which helped created the equality of learning originally, suggested in the 1944-Education Act. So the teaching methods also evolved to help women and the choice of subjects was increased so that girls no longer had to choose female subjects such as humanities giving them worse qualification and a lower chance of good jobs. This was

shown in the 1980 s as women first stepped into the workplace threatening previously safe male jobs in high-earning occupation. Spender s study the Invisible Woman supports this idea that before the previously mentioned legislation women simply suffered at the hands of the education. As supported by our observation this is still evident but now before this offered women little chance of furthering themselves. Spender found a patriarchy in education claiming that the context was both unbalanced and the teaching methods of teachers unfair. Through overt observation (like our test) she found girls received less attention in the class, were not pushed as much and sub consciously taught to be submissive. She also noticed that this was not surprising as all the information is checked