Review of Strategies to Address Gender Inequalities in Scottish ...

Tinklin et al, 2001; Tinklin, 2003; Stark and Gray, 1999). A similar picture can beobserved in England and Wales (Younger et al, 2005) and internationally (Francis, 1999;Jackson, 2002).Recent attainment statistics (SEED, 2003a) indicate that, for all subjects and stages, thepercentages of pupils attaining the expected target levels was greater for females than formales, the difference being most noticeable in the later primary and early secondarystages. In particular, it was greater for reading and writing than for mathematics.Commentators in Scotland, as elsewhere, have pointed out that comparisons across broadareas of the curriculum using average performance measures often mask the widevariation in attainment within each group; simple, generalised conclusions about boys’and girls’ attainment should not be drawn from the data (Tinklin et al, 2001).Other factors identified as influencing attainment include ethnicity (Arnot et al, 1998)and social class (Plummer, 2000). Both ethnicity and social class are factors which,combined with, and interacting with gender, are seen as having a direct bearing onachievement. Tinklin (2003) also argues that any study of attainment must take accountof these, and the ways in which they interact with gender.Researchers have also linked academic achievement with patterns of behaviour (Murphyand Ellwood, 1999; Davies and Brember, 1995), noting that, even in the early stages,there are signs of boys being more vulnerable to becoming disaffected. In addition, boystended to be less careful about rules and more indifferent to being reprimanded. On acautionary note, Younger et al (2005) point out that there are many boys who continue todo well in school; only a minority become disaffected. Similarly cautious, Biggart(2000) found only limited evidence to support the view that low attainment amongstScottish school leavers was attributable to negative attitudes to education or thatdisaffection was a principal cause of low attainment.Patterns of behaviour in Scottish schools are highly gendered. The SEED annualstatistics on school exclusions show that secondary-aged boys are four times more likelythan girls to be excluded from school, with boys in primary school ten times more likelyto be excluded (e.g. SEED, 2000: see also annual statistics athttp://www.scotland.gov.uk/stats/bulletins/00402-00.asp). Boys are also more likely tobe referred to Behavioural Support Services (Head et al, 2002).The figures indicate that, while gender is a factor, other indicators can be moresignificant. Associated factors include the possession of a Record of Needs and/orLooked After status and various indices of poverty such as the receipt of free schoolmeals. For example, Looked After Children are thirty times more likely to be excludedthan children living with their immediate family (seehttp://www.scotland.gov.uk/library3/education/lacr-03.asp).______________________________________________________________________________________Review of Strategies to 4 University of StrathclydeAddress Gender Inequalitiesand University of Glasgow