The Influence of Gender roles on subject choices at A’level



The Influence of gender roles on Further Education subject choices: A research study conducted by Year 12 Sociology Students.2013

Aim

Existing research in this area suggests that traditional gender roles influence what students choose to study at A’Level or in FE Courses. Traditionally at A’level boys tend to study Maths, Physics, Business Studies and ICT more, and girls tend to study English, Humanities subjects and Social Sciences. Choices of vocational courses and diplomas are also affected by ideas about what is seen as masculine or feminine e.g engineering or hairdressing.

Method

Questionnaires were given out to all year 11s at St Cuthbert Mayne School requesting information about choices at Further Education. Responses were gathered from 115 students, 19 had to be discarded leaving 49 male respondents and 47 female respondents. The data was then analysed by Sociology students. The table below shows A’level and Further Education course choices split into what might be considered male or female related and neutral subjects and shows the percentages of males to females who are intending to study these subjects.

Findings

Subject % Male %Female Total No Students Difference

|Physics | 83 | 17 | 12 | 66 + Boys |

|Maths | 50 | 50 | 22 | 0% |

|Chemistry | 100 | 0 | 5 | 100% + boys |

|Geography | 89 | 11 | 9 | 78% + Boys |

|ICT | 100 | 0 | 5 | 100% + Boys |

|Vocational Carpentry/plumb| 100 | 0 | 17 | 100% + Boys |

|Mechanic | | | | |

|Outdoor Education/Sports | | | | |

|Totals | 87 | 13 | 70 | 74% + Boys |

|English Lang/Lit | 58 | 42 | 29 | 16% + Boys |

|Social Sciences | 38 | 62 | 45 | 24% + Girls |

|Performing Arts/Music | 66 | 34 | 3 | 32% + Boys |

|MFL | 70 | 30 | 10 | 40% + Boys |

|Vocational Health and Soc | 0 | 100 | 10 | 100% + Girls |

|Beauty/Hair | | | | |

|Textiles | | | | |

|Child Development | | | | |

|Totals | 46 | 54 | 97 | 8% + Girls |

|Art and Design | 58 | 42 | 12 | 16% + Boys |

|History | 66 | 34 | 9 | 32% + Boys |

|Philosophy | 50 | 50 | 8 | 0% |

|Biology | 43 | 57 | 35 | 14% + Girls |

|Vocational | 16 | 84 | 12 | 68% + Girls |

|Media studies photography | | | | |

|Environmental | | | | |

|Travel & tourism Food | | | | |

|Tech | | | | |

|Totals | 46 | 54 | 76 | 8% + Girls |

|Students with intentions | | | | |

|to study in FE |51 |49 |96 |2% + Boys |

| | | | |

This study cannot be taken as representative of the wider population of Yr 11s and does not necessarily show accurate intentions of all yr 11s at the school – only a preliminary idea of intentions of those who responded. The data show the following patterns:-

Findings and Conclusions 2011

Overall

Masculine subjects 64% boys

Feminine subjects 69% girls

Neutral subjects 61% girls

• More boys selected the subjects labelled as ‘masculine’ (except Chemistry)

• More girls selected those subjects labelled as ‘feminine’ (except MFL)

• More girls selected subjects labelled as neutral (except Art and History)

• Gender differences are particularly visible in the choices of vocational courses.

• Low percentage differences between boys and girls in Maths and Geography, suggest that girls are moving towards ‘masculine’ subjects more than the other way around.

• 5% more girls are intending to go on to Further Education reflecting the trend that more girls are taking up opportunities in education than in the past.

• Qualitative data indicated that students’ future career choices were influenced by traditional gender roles. Students stated that they were influenced by parents, teachers, job prospects and their general interests. This may indicate that there are still strong social norms related to gender which influence young people’s choices.

Findings and Conclusions 2012

Overall

Masculine subjects 77% boys

Feminine subjects 73% girls

Neutral subjects 57% girls

• The figures indicate a drop in females choosing chemistry and physics and maths on last year.

• More girls selected those subjects labelled as ‘feminine’ except MFL which was equal indicating a possible gradual rise in the number of boys choosing MFL.

• More girls chose the subjects labelled as neutral with the exception of Biology and History

• In vocational courses deemed as masculine there was a fall from 100% boys last year to 76% boys this year indicating more girls choosing mostly sports and outdoor education courses.

• There was an increase in boys choosing performing arts courses from 14% last year to 31% this year.

• There is a large drop in boys choosing English Lang/Lit from 27% boys last year to 12% boys this year (number of students was 26 for both years).

• More girls appear to be choosing FE again (rise of 5% more last year to 12% more this year). However there were more female respondents and more male respondents’ questionnaires disregarded because they indicated they were not entering FE.

• Overall this year’s figures produce a more pronounced pattern of subjects being chosen according to traditional gender roles.

Findings and Conclusions 2013

Overall

Masculine subjects 87% boys

Feminine subjects 54% girls

Neutral subjects 54% girls

• The figures indicate a further drop in females choosing chemistry and physics on last year but an increase in girls choosing maths.

• More boys selected the subjects labelled as ‘masculine’ (except Maths)

• More girls selected those subjects labelled as ‘feminine’ (except English, MFL and Performing Arts) indicating a possible gradual rise in the number of boys choosing subjects traditionally studied by more girls.

• More girls chose the subjects labelled as neutral with the exception of Art/Design, History and Philosophy which were chosen by more boys.

• Gender difference was most visible in vocational courses.

• There is a large increase in boys choosing English since last year

• Overall this year’s figures produce a more pronounced gender pattern in the masculine type subjects but a more neutral picture in feminine subjects.

• Statistics show girls are out-performing boys in education in general and that more are choosing to study further education courses. Previous years data shows this however this data implies slightly more boys choosing FE.

• Qualitative data collected on what influenced students choices produced themes of family, prospects, money, media, teachers, politics.

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