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Gender affects educational achievement. Critically discuss and evaluate the arguments for and against this proposition. Free essay! Download now

Home > A Level > Sociology > Gender affects educational achievement. Critically discuss and evaluate the arguments for and against this proposition.

Gender affects educational achievement. Critically discuss and evaluate the arguments for and against this proposition.

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Downloads to date: N/A | Words: 1481 | Submitted: 05-May-2011
Spelling accuracy: 97.0% | Number of pages: 5 | Filetype: Word .doc


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Gender affects educational achievement. Critically discuss and evaluate the arguments for and against this proposition.  essay previewGender affects educational achievement. Critically discuss and evaluate the arguments for and against this proposition.  essay previewGender affects educational achievement. Critically discuss and evaluate the arguments for and against this proposition.  essay preview

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Over the past 30 years there has been a considerable shift in the pattern of educational achievement regarding gender. this essay looks at what changes have been made and why the gap between girls and boys achievement level is increasing

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Gender affects educational achievement. Critically discuss and evaluate the arguments for and against this proposition.


Over the past 30years there has been a considerable shift in the pattern of educational achievement regarding gender. There are many theories, which from all aspects of a child’s life, into why they could be underachieving. Gender, Race and Social Class are the three main categories that seem to have to the biggest impact on the child’s educational achievement. Throughout this essay I will look at teachers, teaching styles, the curriculum and the way society and culture might all contribute to the difference in educational achievement for both boys and girls.

The sex discrimination act of 1975 made it possible to challenge the underachievement of girls and the Education Reform Act of 1988 saw the introduction of General Certificate of Secondary Education (GCSEs) and the National Curriculum. This was a turning point for girls, as the national curriculum and GCSE’s were to be both taken and studied by both girls and boys.

The importance on female education and the high focus of wanting girls to achieve at the same level as boys could explain why, since the 1990s girls have been achieving at a much higher level at GCSE than boys. It is not that boys have fell behind, it is simply that girls achievement level have increased enormously.

Pupils achieveing 5 or more A*-c grades at GCSE


This is a very positive graph to show the increase by both girls and boys in attainment level within education. Girls have done incredibly well increasing from 40% to 64% an astonishing increase of 24%. Boys have also done very well increasing from 34% of boys achieving 5 or more A*-C grades at GCSE to 53%, an increase of 19%. Although the graph is very positive in this aspect, it is clear to see that girls are considerably outperforming boys. From 1990/91 to 2005/06 the gap between girls and boys performance has increased to 11%, from it previously being around 6%. Over ten years that is a large increase, especially when it is well known within education, it is a surprise that it is still increasing and that the gap has not improved.
Latest figures of 2009, show that the gap has decreased by 0.9%. This is only a small improvement, when 2010 figures are released it will be able to give us some light on whether it is just an anomaly or not. It shall be interesting to see which way the figures show achievement swinging. This could actually be the turning point to the closing gap.

The department of Education states that at KS1 - Girls will out perform boys at level 2b or above in all ...

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