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Gender and Achievement Professor Becky Francis and  Professor Christine Skelton DSCF 8 th  April 2008
 
Percentages of pupils achieving Level 4 or above and Level 5 in Key Stage 2 tests by gender in 2005-2007. Percentage of pu...
GCSE attempts and achievements 1  in selected subjects of pupils at the end of Key Stage 4 2  in schools (percentages) Yea...
Gender-gap in literacy <ul><li>Boys   Girls  Gap </li></ul><ul><li>KS1 Writing 75%   86%  11% </li></ul><ul><li>KS2 Englis...
Gender, literacy and FSM at Key Stage 2 <ul><li>Girls – non FSM 88% </li></ul><ul><li>Boys - non FSM 80% </li></ul><ul><li...
Gender Gap: KS2 English 2007 Boys % Girls % Non FSM –Gap % White British 80 88 8 Pakistani 70 79 9 Black African 74 84 10 ...
English language pass rates – GCE/GCSE grades A-C <ul><li>Girls Boys </li></ul><ul><li>1976 65 56 </li></ul><ul><li>2006 6...
‘ Recommended’ Strategies used to address the gender gap <ul><li>Single-sex classes  </li></ul><ul><li>Girls as an organis...
What  does  work? <ul><li>It is in schools where gender constructions  </li></ul><ul><li>are less accentuated that boys te...
Strategies to help deconstruct gender constructions in school <ul><li>A whole-school approach: </li></ul><ul><li>tackling ...
Recommendations for practice <ul><li>Re-education: practitioner reflection/INSET to halt practice that exacerbates gender ...
Recommendations for policy <ul><li>Increased focus on gender in ITE </li></ul><ul><li>DCSF messages are clear and consiste...
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pedagogical approaches to tackling gender related underperformance

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forms part of a series of events on the "gender agenda"

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  • Transcript of "pedagogical approaches to tackling gender related underperformance "

    1. 1. Gender and Achievement Professor Becky Francis and Professor Christine Skelton DSCF 8 th April 2008
    2. 3. Percentages of pupils achieving Level 4 or above and Level 5 in Key Stage 2 tests by gender in 2005-2007. Percentage of pupils at Level 4 or above Boys Girls 2005 2006 2007 2005 2006 2007 English Test 74 75 76 84 85 85 Mathematics Test 76 77 78 75 75 76 Science Test 86 86 87 87 87 88 Percentage of pupils at Level 5 or above Boys Girls 2005 2006 2007 2005 2006 2007 English Test 21 26 28 33 39 39 Mathematics Test 33 36 35 28 31 30 Science Test 48 45 46 46 46 46
    3. 4. GCSE attempts and achievements 1 in selected subjects of pupils at the end of Key Stage 4 2 in schools (percentages) Years : 2006/07 3 (Provisional) Coverage : England Achieved grades A*-C Boys Girls Total Any Subject 75 83 78 English 53 68 60 Mathematics 53 56 55 Any Science 50 52 51
    4. 5. Gender-gap in literacy <ul><li>Boys Girls Gap </li></ul><ul><li>KS1 Writing 75% 86% 11% </li></ul><ul><li>KS2 English 76% 85% 9% </li></ul><ul><li>KS3 English 68% 81% 13% </li></ul><ul><li>GCSE English 53% 68% 15% </li></ul><ul><li>DCSF Gateway: Statistics for 2007 </li></ul>
    5. 6. Gender, literacy and FSM at Key Stage 2 <ul><li>Girls – non FSM 88% </li></ul><ul><li>Boys - non FSM 80% </li></ul><ul><li>Girls – FSM 69% </li></ul><ul><li>Boys - FSM 56% </li></ul><ul><li>Statistics for 2007 </li></ul>
    6. 7. Gender Gap: KS2 English 2007 Boys % Girls % Non FSM –Gap % White British 80 88 8 Pakistani 70 79 9 Black African 74 84 10 FSM - Gap White British 55 68 13 Pakistani 60 72 12 Black African 58 67 9
    7. 8. English language pass rates – GCE/GCSE grades A-C <ul><li>Girls Boys </li></ul><ul><li>1976 65 56 </li></ul><ul><li>2006 69 55 </li></ul>
    8. 9. ‘ Recommended’ Strategies used to address the gender gap <ul><li>Single-sex classes </li></ul><ul><li>Girls as an organisational/pedagogic resource </li></ul><ul><li>Increasing numbers of male teachers/mentors. </li></ul><ul><li>‘ Boy-friendly’ materials </li></ul><ul><li>Concept of / teaching to ‘gendered learning styles’ </li></ul><ul><li>Excellent teaching practices </li></ul>
    9. 10. What does work? <ul><li>It is in schools where gender constructions </li></ul><ul><li>are less accentuated that boys tend to do </li></ul><ul><li>better – and strategies that work to reduce </li></ul><ul><li>constructions of gender difference that are </li></ul><ul><li>most effective in facilitating boys’ </li></ul><ul><li>achievement. </li></ul>
    10. 11. Strategies to help deconstruct gender constructions in school <ul><li>A whole-school approach: </li></ul><ul><li>tackling stereotypical constructions of masculinity </li></ul><ul><li> and femininity </li></ul><ul><li>expectations of high achievement for both girls </li></ul><ul><li> and boys </li></ul><ul><li>Instigating classroom discussion and thinking </li></ul><ul><li>about gender constructions, their manifestations, and implications </li></ul><ul><li>Using a wide variety of approaches to literacy – inclusing using literacy as a vehicle for deconstructing stereotypes </li></ul>
    11. 12. Recommendations for practice <ul><li>Re-education: practitioner reflection/INSET to halt practice that exacerbates gender difference </li></ul><ul><li>Application of strategies to encourage children to reflect on and deconstruct gender positions </li></ul>
    12. 13. Recommendations for policy <ul><li>Increased focus on gender in ITE </li></ul><ul><li>DCSF messages are clear and consistent </li></ul><ul><li>DCSF direct resources at the creation and evaluation of </li></ul><ul><ul><li>a) training packages for teachers </li></ul></ul><ul><ul><li>b) curriculum materials </li></ul></ul><ul><ul><li>that build on the ‘what works’ ideas </li></ul></ul><ul><ul><li>presented. </li></ul></ul>
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