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A-Level · Sociology

GSOC.AL5 Gender Differences in Educational Achievement

AQA 7192 · Calculators not allowed · about 70 minutes

Total Marks

Name: _______________________________ Date: ____ / ____ / ______

Answer ALL questions. Use sociological terms where appropriate. At least two answers must be written in full sentences: questions 8 and 16 are extended and require continuous prose.

Which one of the following statements best summarises Sue Sharpe's finding about girls' changing priorities between the 1970s and the 1990s in UK schools?

A) In the 1970s girls prioritised careers over family life, while in the 1990s they prioritised marriage and motherhood
B) In the 1970s girls prioritised education less and spoke of love and marriage; by the 1990s many girls prioritised careers and independence
C) Girls in both decades showed no change in ambitions, focusing mainly on low-paid work
D) Sharpe found boys rather than girls changed their priorities the most between the 1970s and 1990s

(Total for Question 1 is 1 mark)

Define what sociologists mean by 'gender differences in educational achievement' in the context of UK secondary schools.

(Total for Question 2 is 2 marks)

Identify and explain one external factor that sociologists argue has contributed to girls improving their educational achievement in UK schools.

(Total for Question 3 is 2 marks)

Identify and explain two internal school factors that sociologists link to the improvement in girls' achievement in secondary schools.

(Total for Question 4 is 4 marks)

Describe one way subject choice can affect gender differences in achievement in UK secondary schools.

(Total for Question 5 is 3 marks)

Describe two ways in which changes in family structure have been suggested to influence girls' achievement in school.

(Total for Question 6 is 4 marks)

Item A: Research summary about GCSE attainment by subject in a fictitious coastal town school in 2025. In English, 85% of girls and 68% of boys achieved grade 4 or above. In Maths, 62% of girls and 70% of boys achieved grade 4 or above. In computing, 40% of girls and 66% of boys achieved grade 4 or above. The school reported active equal opportunities policies and teacher training on gender bias.

(a)Using Item A, identify two patterns visible in the 2025 GCSE subject attainment in this coastal town school.(2)

(b)Using Item A and your knowledge, explain one reason why equal opportunities policies might not completely remove gender differences in subject attainment.(2)

(Total for Question 7 is 4 marks)

Outline and explain two reasons sociologists give for the overall improvement in girls' educational achievement in UK secondary schools since the 1980s.

(Total for Question 8 is 4 marks)

Explain two criticisms sociologists have made of cultural explanations that attribute girls' success mainly to improved female role models and aspirations.

(Total for Question 9 is 4 marks)

State one finding from sociology research about 'laddish' or anti-school subcultures and their relationship to boys' educational underachievement.

(Total for Question 10 is 2 marks)

Give one example of how teacher attention and classroom interaction can create gendered differences in achievement.

(Total for Question 11 is 2 marks)

State one policy introduced in UK schools aimed at reducing gender stereotyping in subject choice, and briefly say how it works.

(Total for Question 12 is 2 marks)

Compare two sociological explanations for boys' underachievement: the 'laddish culture' explanation and the material deprivation explanation.

(Total for Question 13 is 4 marks)

Explain two ways in which school assessment methods have been argued to advantage girls and help explain their improved GCSE outcomes.

(Total for Question 14 is 4 marks)

Explain two practical steps a secondary school could take to reduce gender stereotyping in subject choice and support more balanced attainment across subjects.

(Total for Question 15 is 4 marks)

Discuss how far sociologists would agree that changes in out-of-school factors, rather than changes inside schools, are the main reason for the improvement in girls' educational achievement.

Discuss how far sociologists would agree that changes in out-of-school factors, rather than changes inside schools, are the main reason for girls improving their educational achievement. In your answer, refer to different sociological perspectives and evidence, and reach a supported conclusion.

(Total for Question 16 is 12 marks)

Mark scheme · GSOC.AL5 Gender Differences in Educational Achievement

Question 1

B1 B (girls moved from prioritising love and marriage to valuing careers and independence)
Answer: B

Question 2

B1 identifies that it refers to the measurable differences in attainment between boys and girls in education, for example exam results
B1 development, e.g. could mention differences at GCSE level, subject choice patterns or progression to higher education
Answer: Differences in measurable attainment between boys and girls in education, for example at GCSE, including subject choices and rates of progression to further or higher education.

Question 3

B1 identifies one external factor, e.g. greater female participation in the labour market
B1 explains how it helps, e.g. increased employment opportunities raise girls' aspirations and the value placed on qualifications
Answer: Greater female participation in the labour market: better job opportunities for women raise girls' aspirations and the perceived value of educational qualifications, encouraging higher attainment.

Question 4

B1 identifies one internal factor, e.g. equal opportunities policies such as GIST and WISE
B1 explains how it helps, e.g. such policies encourage girls into non-traditional subjects and reduce gender stereotyping in the curriculum
B1 identifies a second internal factor, e.g. changes in teacher expectations and classroom interaction
B1 explains how it helps, e.g. teachers now give more praise and encouragement to girls, leading to better motivation and attainment
Answer: Equal opportunities policies such as GIST and WISE encourage girls into non-traditional subjects and reduce stereotyping; and changes in teacher expectations and classroom interaction, with more praise and higher expectations for girls, increase motivation and attainment.

Question 5

B1 identifies a way, e.g. gendered patterns of subject choice such as more boys choosing computing and more girls choosing English
B1 development, e.g. this affects measured achievement because high-scoring subjects can be chosen more by one gender
B1 further development, e.g. subject choice influences future study and career routes, reinforcing gendered outcomes
Answer: Gendered subject choice, for example more boys in computing and more girls in English, can affect measured achievement because different subjects have different grading patterns and influence future study and career routes, reinforcing gendered outcomes.

Question 6

B1 identifies one way, e.g. increase in single-parent households led by mothers
B1 development, e.g. mothers as sole earners can act as role models, showing girls the value of education for economic independence
B1 identifies a second way, e.g. smaller family sizes or later childbearing
B1 development, e.g. more parental investment per child can support better educational outcomes for girls
Answer: More single-parent households led by mothers can provide role models of female economic independence, encouraging girls to value education; and smaller family sizes or later childbearing can mean more parental investment per child, supporting better educational outcomes.

Question 7

(a) B1 identifies one pattern, e.g. girls outperform boys in English
(a) B1 identifies a second pattern, e.g. boys outperform girls in computing and slightly in maths
(a) Answer: Girls outperform boys in English; boys outperform girls in computing and slightly outperform in maths.
(b) B1 identifies a reason, e.g. wider socialisation and peer expectations still influence subject choice and confidence
(b) B1 develops the reason, e.g. even with school policies, gendered stereotypes and out-of-school influences can lead boys and girls to prefer different subjects
(b) Answer: Equal opportunities policies may be limited because wider socialisation and peer expectations continue to influence subject choice and confidence; out-of-school stereotypes can lead to gendered preferences despite school initiatives.

Question 8

B1 identifies one reason, such as changing labour market and increased opportunities for women
B1 explains how this reason helps, e.g. raises aspirations and the value of qualifications
B1 identifies a second reason, such as policy changes, e.g. equal opportunities and GCSE coursework
B1 explains how this reason helps, e.g. coursework and policies reduced gender bias in assessment and encouraged girls into wider subject choices
Answer: One reason is changing labour market opportunities for women, which raises girls' aspirations and the perceived value of qualifications. A second reason is policy changes, such as equal opportunities initiatives and the introduction of coursework, which reduced gender bias in assessment and encouraged girls into a wider range of subjects.

Question 9

B1 identifies a criticism, e.g. not all girls benefit equally and social class affects who can convert aspiration into success
B1 develops the criticism, e.g. working-class girls may still face structural barriers such as lack of resources or school support
B1 identifies a second criticism, e.g. overemphasis on girls ignores persistent problems with boys' underachievement
B1 develops the criticism, e.g. policy responses need to address both gender and class, and particular male subcultures that disadvantage boys
Answer: One criticism is that cultural explanations ignore social class differences: not all girls can convert improved aspirations into achievement because of material limits. A second criticism is they overemphasise girls and underplay boys' underachievement and male subcultures, so policies need to address class and masculinity as well as female aspiration.

Question 10

B1 identifies a finding, e.g. researchers such as Mac an Ghaill and Epstein found that some boys adopt laddish attitudes that devalue schoolwork
B1 brief development, e.g. this can lead to lower effort and poorer results among boys in those groups
Answer: Researchers such as Mac an Ghaill and Epstein found some boys adopt laddish attitudes that devalue schoolwork, which can lead to lower effort and poorer results among those boys.

Question 11

B1 gives an example, e.g. teachers may give more detailed feedback and encouragement to girls in essay subjects
B1 brief development, e.g. this can boost girls confidence and attainment in those subjects
Answer: Teachers may give more detailed feedback and encouragement to girls in essay subjects, which can boost girls confidence and attainment in those subjects.

Question 12

B1 states a policy, e.g. GIST or WISE-style initiatives encouraging girls into science and technology
B1 brief explanation, e.g. they offer outreach, role models and information to challenge stereotypes and make subjects seem more accessible
Answer: GIST or WISE-style initiatives encourage girls into science and technology by offering outreach, female role models and information to challenge stereotypes and make those subjects seem more accessible.

Question 13

B1 identifies a similarity, e.g. both try to explain why some boys underachieve rather than assuming all boys fail
B1 explains laddish culture explanation, e.g. focuses on peer group values and masculinity that devalue school
B1 explains material deprivation explanation, e.g. focuses on poverty, poor housing and lack of resources affecting boys schooling and support
B1 development noting difference, e.g. one emphasises cultural/identity factors while the other emphasises economic/structural factors
Answer: Both explanations examine why particular groups of boys underachieve. The laddish culture view focuses on peer group values and forms of masculinity that devalue school, while the material deprivation view focuses on poverty, poor housing and lack of resources that disrupt schooling. The key difference is cultural identity versus economic structure.

Question 14

B1 identifies one way, e.g. increased use of coursework and continuous assessment
B1 explains how it advantages girls, e.g. girls often organised and compliant, performing well in coursework tasks
B1 identifies second way, e.g. changes to GCSEs and the rise of vocational and communicative subjects
B1 explains how it advantages girls, e.g. subjects with assessment styles favouring verbal and written skills play to girls strengths
Answer: The increased use of coursework and continuous assessment advantages girls because they tend to be more organised and compliant, doing well in coursework. Changes to GCSEs and growth of subjects that reward verbal and written skills also advantage girls, as these assessment styles often play to girls strengths.

Question 15

B1 identifies one practical step, e.g. using female and male role models and careers talks in all subjects
B1 develops it, e.g. this challenges stereotypes and shows diverse career paths linked to each subject
B1 identifies second practical step, e.g. training teachers to avoid gendered language and biased expectations
B1 develops it, e.g. changes in classroom interaction and teacher expectations can boost confidence among underrepresented genders
Answer: One step is to invite both female and male role models and run careers talks for all subjects to challenge stereotypes and show diverse career paths. A second is teacher training to avoid gendered language and biased expectations, changing classroom interaction to boost confidence among underrepresented genders.

Question 16

Level 1 (1-3): Basic statements about one or two factors with limited development. Little use of sociological concepts or evidence. Conclusion, if present, is weak.
Level 2 (4-6): Some relevant points about out-of-school and in-school factors, with some development. Includes one or two sociological studies or perspectives, but analysis is limited and the conclusion is partial.
Level 3 (7-9): Good analysis of both out-of-school and in-school explanations, with appropriate sociological studies and perspectives used to support claims. Balanced argument and a reasoned conclusion, though not fully evaluative.
Level 4 (10-12): Excellent evaluation showing clear understanding of competing explanations. Uses a range of sociological perspectives and named studies, assesses strengths and limitations of evidence, and reaches a well supported and balanced conclusion.
Indicative content:
- Out-of-school factors supporting girls improvement: changing gender role expectations, increased labour market opportunities for women, and changes in family structure raising aspirations; cite Sue Sharpe on changing priorities and statistical trends in female higher education entry
- In-school factors: equal opportunities policies (GIST, WISE), teacher expectations and classroom interaction changes, curriculum change and assessment reforms such as coursework and GCSE modifications that have advantaged girls
- Interactionist and feminist perspectives: liberal feminists stress policy and opportunity changes; radical feminists focus on persistent patriarchal barriers in school and society; interactionists focus on teacher labelling and classroom interaction
- Marxist or materialist critiques: point to class and material resources as crucial, arguing that class intersects with gender so improvements for middle-class girls may not apply to working-class girls
- Evidence limitations: difficulty of isolating causes, mixed findings in research, and issues of representativeness; some studies show policies helped, others highlight continued gendered subject segregation and boys underachievement
- Consideration of boys: some sociologists argue focusing only on girls misses rising concerns about boys and 'laddish' subcultures (Epstein, Mac an Ghaill) which complicate the picture
- Conclusion should weigh the evidence, for example arguing that both out-of-school and in-school factors are important and interact, so sociologists would not fully agree that one set alone explains girls' improvement

Gender Differences in Educational Achievement - Worksheets, Questions and Revision