2.2 differential educational attainment - gender Flashcards
By how much more do girls outperform boys in the 2023 GCSEs?
girls were handed more than 166,000 top grades than boys in their GCSEs
What are some reasons why girls traditionally underachieved?
- lack of female teachers
- lack of equality
- not encouraged to exceed
- curriculum was segregated, girls were steered to childcare but boys did woodwork
- fewer expectations to succeed by teachers and parents
What are some reasons why girls are achieving so well now?
- feminism
- improving role models
- higher expectations of teachers, parents and girls
- changing socialisation procedures
- higher motivation
How did the Tripartite system disadvantage girls?
- girls had to achieve higher marks for the 11+ exam to get to a grammar school due to lack of places
What did Edwards and David (2000) argue about gender role socialisation?
- gender-differentiated primary socialisation gives girls an initial advantage in both primary and secondary schools BUT still tends to cease
- parents allowed boys to be noisier and more attention seeking than girls
What did Burns and Bracey (2001) argue about gender role socialisation?
- girls at secondary schools generally work harder than boys and are more motivated to
- girls put in more effort with their work, are better organised, meet deadlines etc
- by age 6 girls read more than boys and this continues throughout their life
What did Hannnan (2000) argue about peer groups?
- boys and girls spend their leisure time differently
- girls tend to spend time talking, which puts them at an advantage
What did Frosh et al argue about peer groups?
- boys’ behaviour is often shaped by their peer groups organised around ‘macho’ values
- boys see school as ‘unmanly’
What does Kirby (2000) argue about peer groups?
- boys who do well at school are helped at home, away from the view of their peer group
What did Kirby and Thompson (1999) find?
- boys can be overconfident, girls are more self-doubting and therefore work harder
- boys interrupt more frequently even when they don’t know the answer
What internal factors affect educational attainment?
- pedagogy
- the curriculum and assessment
- subject choices
- educational policies
What does Epstein (1998) argue about the pedagogy?
- schools fail to cater for the needs of boys
- the exam system and female concerns and interests fails to appreciate and understand masculinity
What did Swann and Graddol (1994) argue about the pedagogy?
- teachers tend to see boys as unruly and disruptive and are more likely to spend time telling them off than helping them with schoolwork
- they are also more likely to be excluded
What did John Abraham (1986) find?
- asked teachers to describe a typical boy and a typically girl
- the boy was described as not particularly bright, likes a laugh and always attention seeking
- the girl was described as bright, well-behaved and hard-working
What did Sukhananda et al (2000) find?
- boys generally feel they receive less support, encouragement and guidance from teachers
- boys see school as an alien environment
What did Myhill (2000) find?
- girls’ success may be down to their being passive and compliant learners
- BUT this behaviour doesn’t prepare them for roles such as company executive, politicians and lawyers
What did Pirie (2001) find about curriculum and assessment?
- the pre-1988 O-level was geared towards the high risk approach of boys
- girls seem to be better at sustaining motivation
- the recent changes to exam only could see a swing back in the other direction, favouring boys not girls
What did Diane Reay et al (2003) find out about anti-school subcultures?
- boys felt they had less control over their educational learning and so seek power through other negative strategies
What kind of organisations were introduced to help girls in education?
- GIST = girls into science and tech (1980s)
- WISE = women into science and engineering (still going on today)
How does social class and gender interact with attainment?
- in 2013, only 40% of girls from a lower social economic background achieved 5 A*-C compared to 67% of girls who were not on FSM
- Louise Archer = conflict between feminine identities and the values and ethos of a school - girls ‘perform’ WC’ female identities, a hyper-heterosexual feminine identity
What do liberal feminists argue about differential educational attainment?
- further progress can be made by continuing the development of equal opportunities, encouraging positive role models and overcoming sexist attitudes and stereotypes
What do radical feminists argue about differential educational attainment?
- emphasise that the system remains patriarchal and conveys a clear message that it is still a mans world
i.e. sexual harassment in schools
What are some policies surrounding boys and literacy/
- The Raising Boys Achievement Project
- The National Literacy Strategy
- The Reading Champions
- Playing for success
How has globalisation affected education for boys?
- been a significant decline in heavy industries such as iron, steel, ship building
- Mistos and Brown argue this has led to an identity crisis for WC men
What percentage of primary school teachers are male?
only 14%
What percentage of boys said that male teachers make them work harder?
42%
