Gender bias against boys in school teacher assessments

 Boys’ Underachievement in the UK Education System: Paper link

Summary: Boys’ under performance impacts not only their life expectancy but also several health outcomes (suicide, drugs related issues, rough sleeping etc.) and employability. This outcomes can be attributed to many factors: males are more likely to have ADHD or ASD (and these males are seen more negatively than their female counterparts), they are more likely to be in contact with the justice system and when they do they are treated more severely. This more severe treatment of boys persists at school when teachers grade boys or punish misbehaving boys. Finally, our culture has a negative view of boys and masculinity that is unwarranted and can impact boys’ well-being.


‘Systemic bias against boys’? Unexplained differences in Teacher Assessed Grades between boys and girls in this year’s A level results

https://www.hepi.ac.uk/2021/08/23/systemic-bias-against-boys-unexplained-differences-in-teacher-assessed-grades-between-boys-and-girls-in-this-years-a-level-results/


New HEPI report reveals the underachievement of young men in higher education – and calls on the sector to do more to tackle the problem

https://www.hepi.ac.uk/2016/05/12/new-hepi-report-reveals-educational-underachievement-young-men-higher-education-calls-sector-tackle-problem/

‘Nearly everyone seems to have a vague sense that our education system is letting young men down, but there are few detailed studies of the problem and almost no clear policy recommendations on what to do about it.

‘Young men are much less likely to enter higher education, are more likely to drop out and are less likely to secure a top degree than women. Yet, aside from initial teacher training, only two higher education institutions currently have a specific target to recruit more male students. That is a serious problem that we need to tackle.

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