Poorer girls more likely to be placed in lowest maths ability groups, research shows
Meanwhile, boys tended to rate their abilities similarly to girls, despite girls higher performance in literacy. File photo
Girls from poor families here are consistently placed in the lower ability groups when it comes to maths, and increasingly when it comes to reading, prompting concerns they are falling behind.
In the week it emerged there has been a significant decrease in maths and science performance among girls in Ireland, new research highlights how poorer girls here are consistently more likely to be in the lowest maths ability groups.
By the time students reach sixth class, more girls from poorer families have also been placed in the lowest ability reading groups.
The findings are included in the latest round of data published by the ‘Children’s School Lives’ study, a landmark report following 4,000 students through almost 200 primary schools around the country. The latest report from the study focuses on how gender and sexuality influences children's experience of primary school.
The study found evidence of stereotyping, even amongst students of a young age; Children who took part associated being a 'good boy' with intelligence, ability in maths, and being physically strong with an expectation to be good at sport.
Children also frequently associated being a ‘good girl' with niceness, kindness, caring and politeness. Overall, girls tend to be placed more often in the highest ability group for reading.
Girls are also more likely to aspire to university, with teachers also having higher expectations for girls here. However, girls were also found to have a significantly lower confidence in their academic ability, which was not influenced by whether they attend a disadvantaged, single sex or co-educational school.
Meanwhile, boys tended to rate their abilities similarly to girls, despite girls higher performance in literacy. Consistently, boys were found to have a higher academic self-concept than girls, perceiving themselves to do better than their peers and better able to learn things quickly in class.
These gender differences begin in second class, and increase "progressively". However, gender differences in terms of literacy tend to "level" out by the time students reach sixth class.
Girls were found to be significantly more likely to worry about tests. This is not influenced by whether they attend an all-girls’ or co-educational school.
The study also found a significant difference in how boys and girls rate themselves in maths; Boys rate themselves higher than girls rate themselves in their abilities.
This week it emerged that a significant gender difference can be seen for the first time in 2023, with boys now significantly outperforming girls in maths and science as part of the Trends in International Mathematics and Science Study (TIMSS).
The Children's School Lives study found that both boys and girls from poorer families are more likely to be placed in the lower ability literacy groups.
Yet no significant gender differences in maths were identified for children in 2nd, 4th or 6th class.
"However, our findings suggest the need to focus especially on girls from poorer families who were consistently more likely to be in the lowest maths ability groups. The increasing placement of these girls in the lowest ability reading groups by 6th class is also of note."
