Posted: September 12th, 2023

The model of British education and gender inequality

The model of British education and gender inequality

The British education system is often praised for its high standards and quality, but it also has some serious flaws that perpetuate gender inequality in society. In this blog post, I will examine some of the main issues that affect girls and boys differently in the UK education system, and how they impact their future prospects and well-being.

Gender gaps in achievement
One of the most visible signs of gender inequality in the UK education system is the gap in academic achievement between girls and boys. According to the latest data from the Department for Education, girls outperform boys at every stage of schooling, from early years to GCSEs and A-levels. For example, in 2019, 83% of girls achieved a good level of development at age five, compared to 72% of boys. At GCSE level, 71% of girls achieved grade 4 or above in English and maths, compared to 62% of boys. At A-level, girls were more likely to achieve A* or A grades than boys in most subjects, except for maths and further maths.

These gaps are not new, but they have persisted over time despite various policy interventions and initiatives. They also vary by socio-economic background, ethnicity and region, with some groups of boys being particularly disadvantaged. For instance, white British boys from low-income families are the least likely to achieve five good GCSEs, and black Caribbean boys are more likely to be excluded from school than any other ethnic group.

The reasons for these gender gaps are complex and multifaceted, involving biological, psychological, social and cultural factors. Some possible explanations include:

– Boys tend to develop later than girls in terms of language and literacy skills, which are essential for academic success.
– Boys are more likely to have special educational needs or behavioural problems that affect their learning and engagement.
– Boys are more influenced by peer pressure and gender stereotypes that discourage them from working hard or showing interest in certain subjects.
– Boys face more negative feedback and lower expectations from teachers and parents than girls.
– Girls benefit from a more female-dominated teaching workforce that provides them with more role models and mentors.

Gender segregation in subject choices
Another issue that reflects gender inequality in the UK education system is the segregation of subject choices by gender. Although there is no formal restriction on what subjects students can choose to study, there are clear patterns of preferences that align with traditional gender norms and stereotypes. For example, girls are more likely to choose subjects such as English, languages, arts and humanities, while boys are more likely to choose subjects such as maths, physics, engineering and computing.

This segregation has consequences for both students’ academic performance and their future career opportunities. Research shows that:

– Some subjects are more valued and rewarded than others in terms of grades, qualifications and earnings. For instance, STEM (science, technology, engineering and mathematics) subjects tend to have higher returns than arts and humanities subjects in the labour market.
– Some subjects are more aligned with certain types of skills and abilities that are in demand in the 21st century economy. For example, digital skills are essential for many jobs and sectors that are growing or emerging.
– Some subjects are more conducive to developing certain types of attitudes and behaviours that are beneficial for personal and social development. For example, creative subjects can foster innovation, collaboration and self-expression.

Therefore, by limiting their subject choices based on gender stereotypes, students may be missing out on opportunities to develop their full potential and access a wider range of options for their future.

Gender imbalance in staff roles
A final issue that illustrates gender inequality in the UK education system is the imbalance in staff roles by gender. Although the majority of teachers in the UK are women (74% in primary schools and 62% in secondary schools), there is a significant underrepresentation of women in senior leadership positions. According to the latest data from the Department for Education, only 38% of headteachers in primary schools and 39% of headteachers in secondary schools are women.

This imbalance has implications for both staff’s career progression and students’ learning experiences. Research suggests that:

– Women face more barriers than men to access leadership roles in education, such as discrimination, bias, lack of support, work-life balance issues and low confidence.
– Women have different styles and approaches than men to leadership in education, such as being more collaborative, democratic, inclusive and caring.
– Women provide different types of role models and mentors than men for students, especially for girls who aspire to leadership positions themselves.

Therefore, by increasing the representation of women in leadership roles in education, both staff and students could benefit from more diversity, equity and quality in the UK education system.

Conclusion
In conclusion, the UK education system is not free from gender inequality issues that affect both girls and boys in different ways. These issues have roots in the wider society and culture, but they also have consequences for the future of individuals and the nation. To address these issues, it is necessary to adopt a holistic and systemic approach that involves multiple stakeholders, such as policymakers, educators, parents, students and employers. Some possible actions include:

– Raising awareness and challenging gender stereotypes and biases that influence students’ and staff’s expectations, choices and behaviours.
– Providing more support and guidance for students and staff to make informed and diverse decisions about their education and career paths.
– Promoting more balanced and flexible curricula and pedagogies that cater for the needs and interests of all students, regardless of their gender.
– Encouraging more collaboration and communication between schools, families, communities and employers to create a culture of aspiration and opportunity for all.

Works Cited
Department for Education. “Education Statistics: Widening Participation in Higher Education: 2020.” Gov.uk, 2020, https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1003519/Widening_participation_in_higher_education_2020.pdf. Accessed 12 Sep. 2023.

Department for Education. “School Workforce in England: November 2019.” Gov.uk, 2020, https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/919544/SWFC_MainText.pdf. Accessed 12 Sep. 2023.

Department for Education. “Schools, Pupils and Their Characteristics: January 2019.” Gov.uk, 2019, https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/812539/Schools_Pupils_and_their_Characteristics_2019_Main_Text.pdf. Accessed 12 Sep. 2023.

Tahir, Imran. “The UK Education System Preserves Inequality – New Report.” The Conversation, 18 Aug. 2022, https://theconversation.com/the-uk-education-system-preserves-inequality-new-report-166601. Accessed 12 Sep. 2023.

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