@slug
It’s well studied that girls get more one on one attention than boys and more praise than boys.
Are you sure about that? In my (admittedly a few many years ago) university career, we replicated Dale Spender's research into this. The exact opposite to your claim is what we found. Boys get way more attention than girls. I suggest you read her books "Invisible Women, The Schooling Scandal" "Learning to Lose" and "Man Made Language"
Yes. According to U.K. HEPI
“A research experiment in which 1,200 secondary school pupils in England placed bets on their examination results found boys reduced their stakes when female teachers did the marking – and were right to do so. Women teachers ‘did tend to award lower marks to male pupils than external examiners.’
“One purpose of higher education is to bring out the potential of all students, irrespective of their gender or other characteristics. But past research has suggested that the lower attainment of men is often explained by those working in universities through a‘deficit model’, in which a lack of success is linked to students’own characteristics. In contrast, explanations for the relative performance of students from different ethnic groups tend to mix the deficit model with other reasons to do with institutional processes and discrimination.”
“Women outperforming men is a worldwide trend. In Education at a Glance 2015, the Organisation for Economic Co-operation and Development (OECD) reported:
Women make up the majority of entrants into tertiary education in all [OECD] countries except Mexico, Saudi Arabia, Switzerland and Turkey. On average across OECD countries, 54% of new entrants are women.”
“According to UCAS, by 2015, an 18-year old woman was 35 per cent more likely to enter higher education than an 18-year old man. This means 36,000 fewer 18-year old men entered higher education than if the rates for men and women had been equal.”
“Among applicants who have been in receipt of free school meals, young women are 51 per cent more likely to make it to higher education (19.8 per cent compared to 13.1 per cent for men). Entry rates for disadvantaged boys are also relatively worse compared to non-disadvantaged boys than the equivalent picture for girls.”
“It is not only at entry to higher education that men underperform. Data kindly provided by the Higher Education Statistics Agency for this report show that, in 2013/14, the proportion of (HESA), full-time, first-degree students no longer in higher education following their year of entry was 8 per cent for men and 6 per cent for women. Earlier work by the Higher Education Academy also found a higher proportion of male students withdrew with a lower level qualification than they had originally hoped to achieve or no award than women in nearly all disciplines. One of the biggest gaps was in Education, which men were much less likely to enter in the first place: one- in-ten (10 per cent) men withdrew without their award against one-in-17 (6 per cent) women.”
“The new HESA data also show that, in 2014/15, 73 per cent of female and 69 per cent of male first-degree qualifiers secured a so-called‘good’degree of a 2:1 or above.33 The Higher Education Academy’s analysis of earlier data for 2010/11 suggests men’s degree results are worse than women’s in nearly all disciplines:
Women achieved higher percentages of upper degrees in 27/30 disciplines; only in Built Environment, Philosophy and Religious Studies, and Social Work and Policy did men secure one more
often and their advantage over women in these disciplines was marginal in all cases – only a 1-2% lead. Conversely, in some of the disciplines where women secured higher percentages of upper degrees than men, their lead was more substantial; for example, it was 13-14% higher in GEES [Geography, Earth and Environmental Science], Hospitality, Leisure, Sport and Tourism, Marketing, and Veterinary Medicine.”
www.hepi.ac.uk/