Academic achievement is influenced by how pupils 'do' gender at school

Some of us don't "defy traditional gender stereotypes", we ignore them, find them silly and irrelevant.

https://www.eurekalert.org/pub_releases/2020-07/uoc-aai072920.php

News Release 30-Jul-2020
University of Cambridge


Pupils' achievements at school are often shaped by the way that they 'act out' specific gender roles, according to a new study which warns against over-generalising the gender gap in education.

The study, by researchers at the University of Cambridge, suggests that young people's attainment is linked to their ideas about what it means to be male or female. Those who defy traditional gender stereotypes appear to do better in the classroom.

•••••

In reality, most people exhibit a combination of masculine and feminine traits and the researchers found that pupils typically belonged to one of seven gender profiles that blended these characteristics. They classified these as:

'Resister boys' (69% of boys): typically resist traditional ideas about masculinity.
'Cool guys' (21%): competitive risk-takers, but concerned with appearance and romantic success.
'Tough guys' (10%): have an emotionally 'hard' image, self-reliant.
'Relational girls' (32% of girls): shun appearance norms, comfortable connecting with others emotionally.
'Modern girls' (49%): concerned with appearance, but also self-reliant and emotionally distant.
'Tomboys' (12%): uninterested in feminine qualities, often regarded as 'one of the lads.'
'Wild girls' (7%): embrace masculine behaviours, but also display an exaggeratedly 'feminine' appearance.


•••••

the researchers also found strong correlations between the specific gender profiles and patterns of engagement, motivation, and attainment. The two groups who resisted conventional gender norms - resister boys and relational girls - were found to be 'better academically adjusted' and typically did well in exams. The lowest overall performers were the 'cool guys' and 'tough guys'.

•••••

"Among boys in particular, we found that those who resist gender norms were in the majority, but at school it often doesn't feel that way," Yu said. "Teachers and parents can help by encouraging pupils to feel that they won't be ridiculed or marginalised if they don't conform to traditional gender roles. Our findings certainly suggest that resistance to stereotypes is fast becoming less the exception, and more the rule."