Don’t tell pupils to do subjects they’re good at... it just reinforces gender stereotypes

Yet ANOTHER extraordinary edict from education quango...

PUPILS should not be encouraged to study subjects they’re good at because – according to new guidance for schools – it ‘exacerbates gender stereotypes’.

Scotland’s education quango has issued advice to ensure children are not held back by outdated ideas of what boys or girls do best.

However, the guidelines have sparked a row by suggesting that teachers should not guide children towards subjects in which they shine because pupils may choose subjects ‘along gender stereotypical lines’.

The advice is part of a fresh attempt to ensure schools do not unwittingly reinforce traditional ideas of what subjects or jobs are ‘best’ for different genders.

Experts say the measures will tackle underachievement by ensuring pupils do not fall prey to ‘stereotype threat’.

While acknowledging that the guidance is ‘well-intentioned’, campaigners have questioned the wisdom of not encouraging children to study favourite subjects.

Chris McGovern, of the Campaign for Real Education, said: ‘Scotland has issues with attainment, particularly literacy and numeracy, and should focus on that rather than on social engineering.

‘To say to children, “Don’t do what you’re good at,” is very poor advice. Common sense tells you children need to do what they are good at and, generally speaking, what they are good at is what they enjoy.

‘The collapse in educational standards in Scotland is likely to continue if children are encouraged to do something they are not good at. It’s an educational deathwish and a distraction.’

Earlier this year a major literacy study suggested many 16-year-olds have the reading ability of children aged 13 – and could struggle to understand exam papers. Last year an international study highlighted falling standards in maths, reading and science, with Scotland plunging down the rankings.

The guidance on ‘Improving Gen- der Balance’ was issued by Education Scotland following a three-year study with the Institute of Physics and Skills Development Scotland.

It advises pupils should be allowed to make their own choices while trying to address the fear that they may, unwittingly, base those decisions on received notions of what is appropriate for their gender.

The advice says: ‘While young people should not be coerced into making any particular decisions, adopting the attitude that young people are able to choose whatever they want for themselves will not counteract the problem.’

It goes on: ‘Avoid advising young people to “do what you are good at”. This will tend to exacerbate choice along gender stereotypical lines. For example, boys may lack confidence in literacy subjects.’

An accompanying poster says there is ‘overwhelming evidence’ to challenge the concept that boys and girls are ‘just different’.

However, the advice itself appears to contradict that, with teachers told to use adjectives as well as verbs when discussing careers because girls ‘are more likely to identify with adjectives at this age and boys with verbs’.

It says children absorb ‘unhelpful’ gender stereotypes from a very early age.

To combat this, it suggests pupils ‘plan and deliver assemblies to raise awareness of gender stereotypes’ and monitor classroom displays and teaching materials to ensure a range of positive role models.

Chloe Westley, campaign manager for the TaxPayers’ Alliance, said: ‘With the tax burden in Scotland now far higher than that in England, taxpayers have every right to know how public services intend spending that money.

‘Instead of virtue signalling, Education Scotland should focus on teaching kids how to read, as literacy rates have been in sharp decline in recent years.’

A spokesman for Education Scotland said: ‘These resources were developed to support practitioners and encourage a debate in schools about how we can use research evidence to improve gender equality.

‘Tackling stereotypes and perceptions about subject choices is key to improving gender balance in society and raising attainment and achievement for all learners.

‘This ensures they have the opportunity to realise their full potential, irrespective of their gender.’

‘Collapse in standards is likely to continue’