Fiona Norman (1988) found that parents often socialise boys and girls differently. For example, parents tend to be gentler with girls, encourage them in passive activities like reading, and protect them more. In contrast, boys are typically encouraged to be active, running around to "let off steam."

This difference in early socialisation might help explain gendered subject choices in school. Boys, being encouraged to be active, are more likely to gravitate toward subjects like P.E., while girls, socialised into more reflective and academic behaviours, often choose subjects like English and sociology.

Toys also play a role in gendered socialisation. Girls are often given dolls, encouraging nurturing behaviours, while boys receive cars or tool sets, which align with interests in engineering or mechanics. These early influences could account for the dominance of girls in health and social care subjects and boys in engineering. However, Postmodernists argue that such traditional gender stereotypes are breaking down. Today, there is more fluidity and diversity in subject choices as societal norms shift, reflecting the reduced rigidity of these early socialisation patterns.

Peer group pressure also reinforces traditional gender roles, influencing boys and girls to pursue "typically" gendered subjects. This links to the concept of hegemonic masculinity—dominant ideas about "real men" being good at sports. Boys often feel pressured by their male peer groups to participate in sports and pursue subjects like P.E., which align with this identity. In contrast, girls face different expectations due to hegemonic femininity, which emphasizes looking good. Louise Archer's research supports this, showing that many girls gravitate toward hair and beauty courses as a result.

Verbal abuse also reinforces these patterns. Boys who choose "girls' subjects" are often labelled as "gay," while girls pursuing "boys' subjects" may face similar taunts. This discourages students from stepping outside traditional gender domains. These gendered pressures are especially prominent among working-class boys and girls and tend to affect younger students more strongly. Middle-class students and older children, such as those studying A-levels, often experience less peer group pressure, leading to more diverse subject choices.

Gendered subject choices in education are shaped by a combination of early socialisation, peer group pressure, and societal norms. While traditional patterns persist, there is growing evidence of change, particularly among older and middle-class students, as gender stereotypes become less rigid. This highlights both the enduring influence of early socialisation and the potential for societal transformation over time.