Abstract
This study examines Spanish secondary school teachers’ views of gender differences in academic achievement and study choices. Thirty-six secondary school teachers participated in semi-structured interviews. Most teachers acknowledged that girls had better school performance, particularly in reading comprehension. Some were also acquainted with a higher predisposition to underachieve in boys. However, the teachers used different biology-centered arguments to explain these gender disparities. For many of the participants, that girls matured earlier than their male counterparts facilitates their adaptation to school demands. Likewise, a few teachers argued that the feminization of school favors girls’ adjustment to school demands, whereas a number of them discussed that male adolescents do not consider school to be part of their gender identity. The usual attribution of intellectual abilities and effort to boys and girls was also discussed. In addition, socio-cultural and biological factors were accounted for gender differences in study choices.
Highlights
Several studies show that in many Western countries boys lag behind girls in various academic indicators, such as school achievement and early school drop-out
The present study aims to examine the views of a group of Spanish secondary school teachers about gender differences in academic achievement and study choices
“I have had brilliant students who wanted to go for arts, but due to social pressures they ended up going for the scientific track” (41 year-old female French and English teacher, with 12 years of experience). This qualitative study reflects upon the important role that the distribution of gender roles for men and women plays in secondary school teachers’ views of students’ achievements and aspirations (Riley, 2014; Sáinz et al, 2012)
Summary
Several studies show that in many Western countries boys lag behind girls in various academic indicators, such as school achievement and early school drop-out (see Hadjar et al, 2014; Heyder & Kessels, 2013). With regards to gender differences in school achievement, PISA tests and the average OECD findings show that girls outperformed boys in reading comprehension by an average of score points in Spain, a smaller-than-average gender gap (the OECD average gap was 38, 27, and score points). This gender gap in reading comprehension has remained stable since 2000 (MEFP, 2020; OECD, 2017). The gender gap in math has systematically favored boys in
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