GCSE SOCIOLOGY - Why Are Girls Out-performing Boys In Examinations Coursework

GCSE SOCIOLOGY - Why Are Girls Out-performing Boys In Examinations Coursework GCSE SOCIOLOGY - Why Are Girls Out-performing Boys In Examinations â€" Coursework Example > 1Why are girls outperforming boys in examinationsIntroduction There is an incomprehensible figure which is being presented in describing the gap between boys and girls in terms of improving their GCSE performance. The gap which is showing marginal signs of narrowing, points to the startling figure which reflects boys lagging seven years behind girls. According to the office for national statistics, “statistical information relating to the education of girls shows that the performance and success rates are equal to or above that of boys in Science, Mathematics, and Information Technol; ogy (IT) subjects in compulsory education. A significant gender difference is particularly noted in English where, over the period 1993 to 2001, it is evident that girls are achieving higher success rates than boys. Overall, girls outperform boys in compulsory education. In 2000/01 57% of girls gained five or more A* -C grades at GCSE or grades 1 â€" 3 at SCE standard grade. Compared to 46% of boys ”(Office for national statistics 2002). There have been recognitions of this phenomenon by educators, and even with the remedial measures which have been implemented, boys today (March 2008) have only been able to catch up with the pass level achieved by girls in 1999. Obviously, the question is, why do boys under-perform on the GCSE? Dr. Edna Crabbere offers the following comment on tracing the cause. “During early childhood nurturing boys have always been neglected. This stereotyping 2 has been diminishing little by little over the last 25 years but boys, male teenagers and men are still finding it difficult to adju8st to society as an emotionally independent individual. The lack of this emotional development is certainly affecting the cognitive development of all boys. Freud, Paiget, and Spock have endorsed this concept in their writings. Boys are only doing their best with the little they continue to receive as infants and pre schoolers”(Carbbere 2006). In a recent conver sation which this researcher held with a private tutor, he conveyed the perceptions of one of his male students, who attempted to explain the reason for the persistent gap. The student stated; “girls do better academically than boys because girls have more time; “boys have sports and computer games” If it were as simple as this young student perceives, then we could conceivably correct the problem the immediate. Either by reordering focus or implementing better time management programs or regimes. However, the point here being, that even though one is eminently immersed, no one is actually sure of why. Which is the reason additional research is needed. There are discussions which state that the structure of the GCSR is the reason why girls out perform boys. Of course this hints at an inherent bias, which favors girls. This assessment is not to far retched as Pat Langham, head mistress of Wakefield Girls’ High School and president of the Girls’ Schools association, agreed that the current system with coursework and continuous assessment benefits girls. AimIt is often a topic of considerable thought and debate about which gender has the cerebal 3edge. Both the discussions and the debate continue, yet there does not appear to be a