By Paul Connolly
This booklet attracts upon unique learn to ascertain the explicit matters affecting boys and schooling within the first 3 years of education, and makes use of this learn as a foundation from which to discover the results for academics and early years staff.
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Extra resources for Boys and Schooling in the Early Years
As can be seen, the number of boys per 100 girls achieving the GCSE benchmark does seem to decrease as one progresses down the social class categories. 8 boys per 100 girls did so from routine occupational backgrounds. A trend does, therefore, appear to exist such that the lower the levels of achievement that are apparent within any particular group the greater the differences that exist between boys and girls. 5 where the overall performance of each of the social class categories has been plotted against the number of boys per 100 girls achieving the GCSE benchmark in each group.
1999; Francis, 2000). Overall, the key point to emerge from these differences in attainment between subjects is that they represent the start of a process of increasing differentiation that continues through further and higher education whereby young men and women still tend to follow well-defined career pathways. 3 that shows the gender breakdown of those achieving first degrees in particular subjects within the UK in 2002. As can be seen, clear differences still remain in relation to particular subjects that continue to be male- or female-dominated.
E. Bangladeshi children’s performance in science), girls are on average already outperforming boys in English, mathematics and science across all social class and ethnic groups. Many of these differences are relatively small at this age, particularly in relation to mathematics and science. However, the key point to draw out from this is that the more substantial gender differences we have already seen at GCSE are clearly already beginning to emerge across all three subject areas and in relation to all social class and ethnic groups at this early age.