# data[].attributes.body
1944- tripartite system- girls actually doing better than it looks

When the Tripartite System of secondary education was introduced in 1944, the 11+ Examination was organized in such a way that girls had a higher pass mark than boys. This was done to prevent females from achieving a disproportionate share of Grammar School places.

# data[].attributes.body
1965- the comprehensive school was introduced, enabling children aged 11-18 to go without being tested academically.

Some statistics suggest that girls outperformed boys at O-Level exams in the 1960s and 1970s,with a 5% higher pass rate for girls than boys overall.

In the 1970s and 1980s, research into gender and education primarily focused on girls' ‘underachievement’. - boys still outperformed girls at A-level and degree level

Girls did not often progress to education after GCSEs

1970/1- only 33% of higher education students were women

# data[].attributes.headline
1969 women’s liberation movement, changes in divorce law (1969 divorce reform act) (and 1971 divorce reform act)

# data[].attributes.subject
1969 women’s liberation movement, changes in divorce law (1969 divorce reform act) (and 1971 divorce reform act)

# data[].attributes.headline
1970 Equal Pay Act, making it illegal to pay women less than men for work of equal value

# data[].attributes.subject
1970 Equal Pay Act, making it illegal to pay women less than men for work of equal value

# data[].attributes.headline
Sharpe’s interviews with girls in the 70s on their priorities (love and marriage)

# data[].attributes.subject
Sharpe’s interviews with girls in the 70s on their priorities (love and marriage)

# data[].attributes.body
sharpe interviewed girls in the 70s and 90s about their ambitions.

While most girls in the 70s were aiming for love and marriage after their education, girls in the 90s prioritised their career and personal achievements.

# data[].attributes.body
protected men and women from discrimination on the grounds of sex or marital status, (eg. education, employment,harassment)

# data[].attributes.body
McRobbie analyzed girls’ magazines from the 1970s and 1990s. The way girls are portrayed differs: in the 1970s, the ideal was more traditional, focusing on becoming a wife, finding love, and following various diets, whereas in the 1990s, magazines depicted a more independent woman.

# data[].attributes.body
The GCSEs were introduced in 1988, and since then, the gender gap has been a key feature of 16+ education.- girls favoured in achievement

In terms of A-Level attainment, recent data indicates a continued gender difference in performance.

The number of men and women in higher education (HE) has increased significantly over the past 50 years, with the rate of growth for women being much faster than for men. 2014/5 -56% of HE students are women

# data[].attributes.body
Girls and young women outperform males at every part of educational level

# data[].attributes.headline
Sharpe’s interviews with girls in the 90s on their priorities (career and independence)

# data[].attributes.subject
Sharpe’s interviews with girls in the 90s on their priorities (career and independence)

# data[].attributes.body
The University of London became the first British University to admit women to its degrees

# data[].attributes.body
Mandatory subjects for all pupils, regardless of their gender

# data[].attributes.body
60s + 70s- stereotypical images of women in the curriculum (portrayed as mother figures, scared of science and that boys were more inventive than girls)

1979- GIST (Girls into Science and Technology)

1984- WISE (Women into Science and Engineering)

# data[].attributes.body
Created more competitive climate between schools

Jackson (1998)- notes that the introduction of exam league tables has improved opportunities for girls. High achieving girls are more attractive to schools, whereas low achieving boys are not. This creates SFP.

Slee (1998) - argues that the boys are less attractive to schools because they are more likely to suffer from behavioural difficulties and are more likely to be excluded.

# data[].attributes.body
Some sociologists such as Gorard argue that the changes in assessments disadvantage boys. Mitosis and Browne support this view.

They conclude that girls are more successful in coursework because they are more conscientious and better organised than boys.

# data[].attributes.headline
Late 1980s - changing stereotypes in curriculum 

# data[].attributes.subject
Late 1980s - changing stereotypes in curriculum 

# data[].attributes.body
Sociologists argue that removal of gender stereotypes from textbooks in recent years has removed a barrier to girls achievement. Research found that in the 70s and 80s women were portrayed mainly as mothers and housewives…

Weiner (1995) - argues that since the 1980s teachers have challenged such a stereotypes. In general sexist images have been removed from learning materials which helped to raise girls achievement by presenting them with more positive images of what women can do.

# data[].attributes.body
French and French (1983)

Boys attracted more attention overall

Francis (2001)

Boys received more attention overall because they were disciplined more

﻿﻿Teachers had lower expectations of them

Swann (1998)

﻿﻿Boys dominated class discussions and interrupted more often

﻿﻿Girls were better at listening and cooperating in pairs or small groups

# data[].attributes.headline
1990s onwards- increase in female teachers and headteachers 

# data[].attributes.subject
1990s onwards- increase in female teachers and headteachers 

# data[].attributes.body
There has been an increase in the proportion of female teachers and heads. These women in senior positions may act as role models for girls, showing them women can achieve positions of importance and giving them a non traditional goal to aim for.

Women teachers are likely to be particularly important role models as far as girls educational achievement is concerned since, to become a teacher, the individual must undertake a long and successful education herself.