“In some secondary schools, there have been clear gender differences regarding the uptake of physics and biology. For example in some schools, biology is predominantly studied by girls at national qualification stages and physics by boys. This is also reflected in national figures (see Appendix 4). In some schools, this has not been a notable feature. Some schools, having recognised this as an issue, had taken proactive measures such as promoting the Women into Science programme. Others have been unaware of this issue despite comprehensive examination analysis. A few schools have recognised this as an issue but have as yet taken no positive action to address this, with no relevant priorities appearing on their improvement plan.”
“In the last decade, physics courses by S4 have been taken consistently by a higher proportion of boys. Although the proportion of boys studying biology courses by S4 over the last decade has been increasing, there has been a notably higher proportion of girls taking these courses. There is no notable gender difference with chemistry and science.”
“A consistently higher proportion of boys have taken Higher physics over the past decade. Although the gender balance in Higher biology and Higher human biology is improving, a notably higher proportion of girls have consistently taken these subjects over the last decade. Chemistry shows no such gender difference.”
As identified in the report, this gender imbalance is not notable in all schools.
Some questions for consideration and discussion:
Does this gender imbalance in subject choice exist in your school?
Has your school been proactive in seeking to address this? Has there been measurable impact as a result of your actions?
It would be particularly interesting to hear from young people and parents around this issue.
