Attracting Girls into Mathematics
Case Study: The Manchester College
UCL IOE’s research project for the Further Mathematics Support Programme selected this FE college, along with four
schools, as successful in attracting girls to study A–level mathematics. The factors behind girls’ participation were
explored in focus groups with teachers and Year 12 and 13 girls at the college and compared with findings from the
other cases and from research to identify what were the shared strengths and how they worked in local contexts.
“I don’t think it’s about boys and girls, I think it’s about support to help you struggle and keep going – no-one
can do that breakthrough moment for you, when you eventually find something that works. And then you feel so
good about it – it’s like ‘I’m a genius’, even if I’m going to get stuck on the next question I try” (Year 12 student)
The Manchester College is a large inner-city FE college that recruits from a wide variety of local schools, including outlying rural areas. Most students come
from areas of high economic and social disadvantage, with the majority from ethnic minority backgrounds that value STEM subjects and persistence in
academic work. Nearly 30% of girls studying A-Levels in the college take Mathematics and 5% take Further Mathematics (double the average for FE in
2012/13). Many students have a GCSE grade B or C.
Teachers provide flexible opportunities for
students to build and check their own
understanding
The college is unusual in making largely
individualised provision in both Mathematics and
Further Mathematics. Students are encouraged
to attend as many mathematics lessons as they
can, where skilled teachers provide bespoke
support and challenge to individuals or small
groups, with a high degree of peer discussion,
independent use of textbooks and online
resources.
Teachers expect students to take responsibility
for progression and do substantial homework
between lessons; in return they are very
generous with their ‘non-contact’ time.
Girls feel well-known and valued,
and have reasons to trust
teachers’ assurances that they
will succeed
Confident, positive and challenging
mathematics teachers include good
role models for girls, who appreciate
excellent relationships and support.
The variety of activities provided in
extra-curricular STEM activities and
in lessons makes them feel valued
and motivated.
Maths input into careers advice
Clear careers messages in the college promote
mathematics as a facilitating subject. The department has
developed an identity for itself that is centred around close
links with local engineering and technology employers and
a STEM-intensive university. A large school-liaison team
supports young people during open days and recruitment
towards greater awareness of STEM opportunities, so that
they create pathways, rather than subject-driven choices.
STEM is promoted within the college, with achievements
celebrated in corridor displays and in the local press. A
STEM coordinator organises a vast range of activities
open to all students, and develops Year 12 students as
‘STEM ambassadors’ interacting with Primary schools:
girls respond well to the range of such opportunities.