Examine the reasons for changes in the educational attainment of males

Examine the reasons for changes in the educational attainment of malesand females in late(a) years (20 marks)For the past recent years girls have significantly outperformed boysin educational attainment and this is due to a number of factors. TheGCSE results for 2000 and 2001 shows the degree to which the portion of girls achieving grades A*-C exceeded that of boys. In2002, 62.4% of female GCSE entrants achieved grades A*-C, comp atomic number 18dwith 53.4% of males. Research published in 2003 shows that the gapbetween girls and boys widens as they grow older. The most recent bulwark which is being broken down is that of university entry. Themost recent official figures for a gender breakdown in universityadmission are from 2001. These show that fleck 43% of all youngpeople entered higher education, the figure for girls was 46.7% andfor boys 40.4%Joan Gannod pull a number of conclusions as to why this was. Onereason is for the bloke destination that resides in numerous schools. Th eattitude that school is uncool, an anti-social culture workingagainst learning. Keith Shipman and Keith Hicks identified that thepresence of friends in a group guard you work less. That boys sawlooking cool as being to a greater extent important than being studious. Also, PaulWillis identified that working class boys were oftentimes susceptible tothis as it was the middle class values that were prized in theclassroom via the hidden curriculum which influenced the boys intoworking against the education system. Another theorist, Peter timberlandIn The Divided School (1979) argued that boys are more concerned withthe grace of their peer group than the approval of their teachers.Another further reason is the omit of role models for boys,p... ...he number of girls expressing professional career hopessuch as doctors, lawyers, scientists, and so on Sharpe has argued thatthese changes in attitudes towards marriage and work are factors inexplaining why girls are performing better at school than they weretwenty years ago.I think that the interactionist perspective for example, Peter Woodsis successful in theory, as he believes that it provides informationwhich could lead to better teaching and a decrement in conflict anddeviance within schools however this Marxist come along has itslimitations and its main focus is from a macro perspective and doesnot go forth to focus on each individual. The relative uniformity ofmeanings that lie crapper what counts as knowledge and ability,suggests that such meanings are not simply constructed in theclassroom but rather they have a wider and fundamental basis.