Appendix 1
Bibliography
• Taking Boys Seriously Principles( Ulster University Taking Boys Seriously Principles)
• The Boys Impact Hub: About— Boys ' Impact
• Matt Pinkett & Mark Roberts,‘ Boys Don’ t Try’, 2019, Routledge
• Social Mobility dataset Attainment at age 16- Social Mobility Commission State of the Nation- GOV. UK
• Gender Action Portal Implicit Stereotypes: Evidence From Teachers ' Gender Bias | Gender Action Portal
• https:// cepr. org / voxeu / columns / teacher-gender-biases-exist-and-have-long-term-effects
• Teachers’ race and gender biases and the moderating effects of their beliefs and dispositions | International Journal of STEM Education | Springer Nature Link
• The Impact of Teacher Gender Bias on High School Student Outcomes | CEGA
• Teacher Expectations and Language in a Classroom Context
• Changing attitudes: teacher reflection as a tool to promote gender equality in primary schools
• education _ guide _ update _ nov _ 24. pdf
In the 2023 – 24 GCSE exam cycle, 70 % of female entries achieved grade 4 or above compared with 64 % of male entries, and 24 % of female entries achieved grade 7 or above compared with 18 % of male entries.( OCR, Results Trends 2024)
In the August 2023 UCAS entry rates dataset, women = 41 % and men = 30 % FSM pupils achieving Grade 5 + in English & Maths FSM boys: 24 % FSM girls: 28 % Non-FSM pupils achieving Grade 5 + in English & Maths Boys: 51 % Girls: 56 %( 23-24 school year, England, Source Social Mobility Data)
Multiple international studies show that teachers hold unconscious gender biases which influence their expectations of boys and girls. These biases affect grading, perceived ability, and even long-term educational pathways.”— Supported by Carlana( 2019), Lavy & Megalokonomou( 2023), Copur-Gencturk et al.( 2023), and CEGA( 2023).
In 2024, GCSE Grade 4 +: 70 % of female entries achieved grade 4 or above 64 % of male entries achieved grade 4 or above( OCR national GCSE results trends report( Aug 2024))
Page 14 of 14