3⃣.3⃣gender Differences In Education) Internal Factors And Girls Achievement Flashcards

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0
Q

Give 2 examples of policies aimed at giving girls and boys equal opportunities

A

⚫️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
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1
Q

Give 6 internal factors of girls achievemtns

A

⚫️equal opportunities policies

⚫️role models

⚫️coursework

⚫️stereotyping in learning materials

⚫️teacher attention

⚫️selection and league tables

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2
Q

What does meritocracy mean

A

Based on principle of equal opportunity

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3
Q

What are the results of the policies gist and wise and the national curriculum

A

⚫️education now more meritocratic
➡️girls have more equal opportunities than the past
➡️able to do better

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4
Q

How was role models an internal factor of girls achievement

A

⚫️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

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5
Q

How was coursework an internal factor of girls achievement

A
⚫️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
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6
Q

Give an evaluation of coursework being an internal factor of girls achievement

A
⚫️elwood
➡️exams have more influence on final grades 
➡️so introduction of cwk 
➡️had limited effect 
➡️on gender differences in achievement
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8
Q

How was stereotypes in learning materials an internal factor of girls achievement

A

⚫️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
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9
Q

Name the 4 sociologists who studied teacher attention

A

⚫️spender

⚫️french and french

⚫️francis

⚫️swann

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10
Q

Describe spenders study in teachers attention

A

⚫️earlier study
➡️teachers spent more time
➡️interacting with boys
➡️Than with girls

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11
Q

Describe french and french study on teachers attention

A

⚫️teachers paid similar amount of attention
➡️to both girls and boys
➡️for academic reasons

⚫️boys received more attention overall
➡️attracted more punishments for misbehaviour

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12
Q

Describe francis study on teachers attention

A

⚫️although boys received the most attention
➡disciplined more harshly
➡️felt teachers picked on them
➡️had lower expectations of them

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13
Q

Describe how selection and league tables lead to girls achievement

A

⚫️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
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14
Q

Give an evaluation of selection and league tables

A

⚫️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

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15
Q

Describe swanns study on teachers attention

A

⚫️boys dominate class discussions
➡Girls prefer group discussion
➡️better listeners
➡️cooperating

⚫️favours with teachers
➡️responds more positively to girls
➡️gives them more encouragements

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