Factors influencing subject selection in upper secondary education (Key Stage 4) for males and females in England

Joanne Vaughan, Daniel Boduszek, Alison Rodriguez

Research output: Contribution to journalArticle

Abstract

Background

Research to date has investigated the potential factors that influence students’ decisions in opting to study certain subjects during their upper secondary education. Trends in subject selection at this level (Key Stage 4) have been maintained over time and have consistently displayed comparable differences for males and females. It is recognised that males typically opt for subjects such as physical education and science, while females are traditionally noted as favouring the arts and humanities. These educational decisions may impact on future occupational directions. In light of recent initiatives, such as the English Baccalaureate, it is of interest to explore whether such measures have had an influence on this noted gender gap.

Participants and procedure

The present study investigates the potential predictors of subject selection, while controlling for gender, offering a specific focus on the education system in England. Attention is given to students’ perceived academic ability and attitude toward school, and how such factors may guide subject choice. Participants (N = 276) were students currently in the process of selecting optional modules for Key Stage 4 study.

Results

The findings demonstrate that female students are less likely than their male counterparts to opt for physical education (PE) and business studies/information and communication technology (ICT) as preferred modules, in comparison to ‘creative and performance’ subjects (reference category). Higher levels of reported masculinity were also shown to relate to the up-take of PE at Key Stage 4.

Conclusions

The implications of these findings are discussed in relation to existing research and practical contributions to the educational arena.
LanguageEnglish
Pages166-174
Number of pages9
JournalCurrent Issues in Personality Psychology
Volume3
Issue number3
DOIs
Publication statusPublished - 17 Aug 2015

Fingerprint

England
Patient Selection
Physical Education and Training
Students
Education
Natural Science Disciplines
Masculinity
Aptitude
Art
Communication
Technology
Research

Cite this

@article{4e1e549485434e0db96ceed332c58134,
title = "Factors influencing subject selection in upper secondary education (Key Stage 4) for males and females in England",
abstract = "BackgroundResearch to date has investigated the potential factors that influence students’ decisions in opting to study certain subjects during their upper secondary education. Trends in subject selection at this level (Key Stage 4) have been maintained over time and have consistently displayed comparable differences for males and females. It is recognised that males typically opt for subjects such as physical education and science, while females are traditionally noted as favouring the arts and humanities. These educational decisions may impact on future occupational directions. In light of recent initiatives, such as the English Baccalaureate, it is of interest to explore whether such measures have had an influence on this noted gender gap.Participants and procedureThe present study investigates the potential predictors of subject selection, while controlling for gender, offering a specific focus on the education system in England. Attention is given to students’ perceived academic ability and attitude toward school, and how such factors may guide subject choice. Participants (N = 276) were students currently in the process of selecting optional modules for Key Stage 4 study.ResultsThe findings demonstrate that female students are less likely than their male counterparts to opt for physical education (PE) and business studies/information and communication technology (ICT) as preferred modules, in comparison to ‘creative and performance’ subjects (reference category). Higher levels of reported masculinity were also shown to relate to the up-take of PE at Key Stage 4.ConclusionsThe implications of these findings are discussed in relation to existing research and practical contributions to the educational arena.",
keywords = "gender, Key Stage 4, school subject selection, upper secondary education",
author = "Joanne Vaughan and Daniel Boduszek and Alison Rodriguez",
year = "2015",
month = "8",
day = "17",
doi = "10.5114/cipp.2015.53436",
language = "English",
volume = "3",
pages = "166--174",
journal = "Current Issues in Personality Psychology",
issn = "2353-4192",
publisher = "Termedia Publishing",
number = "3",

}

Factors influencing subject selection in upper secondary education (Key Stage 4) for males and females in England. / Vaughan, Joanne; Boduszek, Daniel; Rodriguez, Alison.

In: Current Issues in Personality Psychology, Vol. 3, No. 3, 17.08.2015, p. 166-174.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Factors influencing subject selection in upper secondary education (Key Stage 4) for males and females in England

AU - Vaughan, Joanne

AU - Boduszek, Daniel

AU - Rodriguez, Alison

PY - 2015/8/17

Y1 - 2015/8/17

N2 - BackgroundResearch to date has investigated the potential factors that influence students’ decisions in opting to study certain subjects during their upper secondary education. Trends in subject selection at this level (Key Stage 4) have been maintained over time and have consistently displayed comparable differences for males and females. It is recognised that males typically opt for subjects such as physical education and science, while females are traditionally noted as favouring the arts and humanities. These educational decisions may impact on future occupational directions. In light of recent initiatives, such as the English Baccalaureate, it is of interest to explore whether such measures have had an influence on this noted gender gap.Participants and procedureThe present study investigates the potential predictors of subject selection, while controlling for gender, offering a specific focus on the education system in England. Attention is given to students’ perceived academic ability and attitude toward school, and how such factors may guide subject choice. Participants (N = 276) were students currently in the process of selecting optional modules for Key Stage 4 study.ResultsThe findings demonstrate that female students are less likely than their male counterparts to opt for physical education (PE) and business studies/information and communication technology (ICT) as preferred modules, in comparison to ‘creative and performance’ subjects (reference category). Higher levels of reported masculinity were also shown to relate to the up-take of PE at Key Stage 4.ConclusionsThe implications of these findings are discussed in relation to existing research and practical contributions to the educational arena.

AB - BackgroundResearch to date has investigated the potential factors that influence students’ decisions in opting to study certain subjects during their upper secondary education. Trends in subject selection at this level (Key Stage 4) have been maintained over time and have consistently displayed comparable differences for males and females. It is recognised that males typically opt for subjects such as physical education and science, while females are traditionally noted as favouring the arts and humanities. These educational decisions may impact on future occupational directions. In light of recent initiatives, such as the English Baccalaureate, it is of interest to explore whether such measures have had an influence on this noted gender gap.Participants and procedureThe present study investigates the potential predictors of subject selection, while controlling for gender, offering a specific focus on the education system in England. Attention is given to students’ perceived academic ability and attitude toward school, and how such factors may guide subject choice. Participants (N = 276) were students currently in the process of selecting optional modules for Key Stage 4 study.ResultsThe findings demonstrate that female students are less likely than their male counterparts to opt for physical education (PE) and business studies/information and communication technology (ICT) as preferred modules, in comparison to ‘creative and performance’ subjects (reference category). Higher levels of reported masculinity were also shown to relate to the up-take of PE at Key Stage 4.ConclusionsThe implications of these findings are discussed in relation to existing research and practical contributions to the educational arena.

KW - gender

KW - Key Stage 4

KW - school subject selection

KW - upper secondary education

U2 - 10.5114/cipp.2015.53436

DO - 10.5114/cipp.2015.53436

M3 - Article

VL - 3

SP - 166

EP - 174

JO - Current Issues in Personality Psychology

T2 - Current Issues in Personality Psychology

JF - Current Issues in Personality Psychology

SN - 2353-4192

IS - 3

ER -