Gender Differences in Subject Choice (AQA A Level Sociology): Revision Note

Statistics on gender difference in subject choice

• Although the gender gap in achievement has narrowed, there are still clear gendered patterns in subject choice

• This is visible in both national curriculum subjects and post-16 education (AS/A Levels and vocational courses)

• At the post-16 level, males are more likely to study subjects like computing, physics, further maths, and economics

  • Females are more likely to study sociology, English literature, and health and social care (JCQ, 2024)

• Feminists believe the education system is patriarchal and largely controlled by men, which has an impact on gender-based differences in subject choice and career choice

Explanations of gender differences in subject choice

Gender role socialisation

• Early socialisation encourages different tastes, behaviours and attitudes in boys and girls

• Norman (1988): From an early age, boys and girls are given different toys and are encouraged to behave differently

• Byrne (1979): Teachers reinforce gendered behaviour—boys are expected to be tough, girls to be helpful and tidy

• These early experiences shape subject preferences later, e.g., boys favouring maths/science and girls preferring English/languages

  • However, these cultural pressures are less influential in single-sex schools

Gendered subject images

• Some subjects are ‘gendered’ in how they’re presented

• Science textbooks often depict male figures and use examples appealing more to boys (Colley, 1998)

• Practical, mechanical equipment in subjects like DT can appeal more to boys; conversely, coursework and group tasks often favour girls

• Teachers may also shape perceptions through the ways they deliver lessons or model gendered expectations

Peer pressure and gender identity

• Pupils may avoid subjects that don’t match their gender identity due to fear of being judged

• Paechter (2005): Girls choosing ‘masculine’ subjects like PE risk being labelled unfeminine

• Dewar (1990): Girls avoiding sport because they fear being called "butch" or "lesbian"

• This pressure reinforces traditional gendered choices

Gendered career opportunities

• Gendered patterns in employment also shape subject choice

• Fuller (2011): Working-class girls had ambitions that reflected traditional female jobs like childcare or retail

• Women are over-represented in caring and service roles and under-represented in science/engineering careers

• Career advice and work experience placements often fail to challenge these expectations

Gender and vocational courses

• Vocational courses are even more gender-segregated than academic routes

• E.g., childcare courses are dominated by girls; construction and engineering by boys

• This reflects stereotypical assumptions about suitable ‘men’s work’ and ‘women’s work'

• The Institute of Physics (2013): Girls in single-sex schools were 2.5 times more likely to choose A-level physics, suggesting that peer context and school type matter