Another little bonus to add to yesterday’s offering from the work I’m currently doing on the concept of school climate and its possible effect on achievement.
This one comes in the form of a couple of pieces of research commissioned by the Institute of Physics that cover gendered subject choices at A-level.
Closing Doors: Exploring gender and subject choice in schools (2013) provides a raft of information on male-female representation across 3 “comparable pairs” of 6 A-level subjects:
• English and Mathematics: both core subjects at GCSE
• Biology and Physics: two science choices at A-level
• Psychology and Economics: A-level subjects not normally taught in earlier years.
Although the presentation, findings and commentaries are probably a little too dense to be given directly to students, there’s plenty here for teachers to get their teeth into and selectively use. There is, however, a neat summary of the research right at the start that students will find helpful.
It’s Different for Girls (2012) is a companion piece to Closed Doors focused much more tightly on Physics A-level. Once again, probably not something to simply hand-out to students but, again, it’s a piece of research that teachers’ might find selectively rewarding.
If, for example, you were looking for examples of a “school climate” effect in relation to gender, it’s interesting that while the socio-economic background of a school has, as you might expect, a significant effect in terms of the raw numbers of those studying physics at A-level, there is little effect on cohort proportions. That is, the proportion of girls and boys studying a-level physics is similar across all socio-economic groups – an observation that suggests factors additional to social class impact on subject choice.