3⃣.3⃣gender Differences In Education) Internal Factors And Girls Achievement Flashcards
Give 2 examples of policies aimed at giving girls and boys equal opportunities
⚫️GIST and WIDE
➡️encourages girls into science and technology
⚫️the national curriculum introduced in 1988 ➡️means girls and boys ➡️now mainly study same subjects ➡️e.g. Making science more compulsory ➡️helped to equalise opportunities
Give 6 internal factors of girls achievemtns
⚫️equal opportunities policies
⚫️role models
⚫️coursework
⚫️stereotyping in learning materials
⚫️teacher attention
⚫️selection and league tables
What does meritocracy mean
Based on principle of equal opportunity
What are the results of the policies gist and wise and the national curriculum
⚫️education now more meritocratic
➡️girls have more equal opportunities than the past
➡️able to do better
How was role models an internal factor of girls achievement
⚫️more female teachers and head teachers than in the past
➡️provides positive, pro-educational role models for girls
⚫️presence of more female teachers
➡️feminises learning environment
➡️encourages girls to see school as part of a female gender domain
➡️so they see educational success
➡️as a desirable feminine characteristics
How was coursework an internal factor of girls achievement
⚫️mitsos and browne ➡️girls do better than boys in cwk ➡️because more conscientious ➡️better organised ➡️girls mature earlier ➡️can concentrate for longer
⚫️as a result ➡️cwk introduction into the curriculum ➡️boosted girls exam results ➡️more than boys ➡️e.g. Gorard ➡️gender gap in achievement ➡️increased sharply when GCSE introduced in 1988 ➡️because cwk was major part of most subjects
Give an evaluation of coursework being an internal factor of girls achievement
⚫️elwood ➡️exams have more influence on final grades ➡️so introduction of cwk ➡️had limited effect ➡️on gender differences in achievement
How was stereotypes in learning materials an internal factor of girls achievement
⚫️studies of reading schemes, textbooks and other learning materials
➡️shown that in past
➡️females unrepresented
➡️portrayed as subordinate to males in domestic roles
➡️unsuited to certain subjects- science
⚫️since 1980s ➡️sexist images removed ➡️replaced with positive images of females ➡️had impact on girls perception ➡️of what women can do ➡️so raises their aspirations
Name the 4 sociologists who studied teacher attention
⚫️spender
⚫️french and french
⚫️francis
⚫️swann
Describe spenders study in teachers attention
⚫️earlier study
➡️teachers spent more time
➡️interacting with boys
➡️Than with girls
Describe french and french study on teachers attention
⚫️teachers paid similar amount of attention
➡️to both girls and boys
➡️for academic reasons
⚫️boys received more attention overall
➡️attracted more punishments for misbehaviour
Describe francis study on teachers attention
⚫️although boys received the most attention
➡disciplined more harshly
➡️felt teachers picked on them
➡️had lower expectations of them
Describe how selection and league tables lead to girls achievement
⚫️girls more successful than boys
➡️so more attractive to school
⚫️boys are lower achieving ➡️more badly behaved ➡️four times more likely than girls to be excluded ➡️school see them as liability students ➡️gives them a bad image ➡️produce poor results
⚫️as a result ➡️girls more likely to get places ➡️in successful schools ➡️get better educations ➡️achieve more
Give an evaluation of selection and league tables
⚫️radical feminist
➡️education system remains patriarchal
➡️e.g. Sexual harassment of girls continue at school
➡️education limits their subject choices and careers
➡secoundry school heads
➡️still more likely to be men
Describe swanns study on teachers attention
⚫️boys dominate class discussions
➡Girls prefer group discussion
➡️better listeners
➡️cooperating
⚫️favours with teachers
➡️responds more positively to girls
➡️gives them more encouragements
