Boys and achievement

Question 1

Describe the impact of boys’ literacy skills on their academic performance.

Answer 1

Boys’ poorer literacy and language skills negatively affect their performance across a wide range of subjects.

Question 2

Explain the role of parents in boys’ literacy development.

Answer 2

Parents, particularly mothers, may spend less time reading to their sons, contributing to boys’ poorer literacy skills.

Question 3

Define ‘bedroom culture’ and its significance in literacy development for girls.

Answer 3

‘Bedroom culture’ refers to girls’ tendency to stay in and talk with friends, which helps develop their language and communication skills.

Question 4

How has globalisation affected traditional men’s jobs since the 1980s?

Answer 4

Globalisation has led to a decline in heavy industries traditionally employing men, as manufacturing has relocated to countries with cheaper labor.

Question 5

Do boys’ leisure activities influence their language skills?

Answer 5

Yes, boys’ leisure pursuits, such as football, do little to develop their language and communication skills.

Question 6

Explain the gender gap in literacy as reported by the DCSF in 2007.

Answer 6

The gender gap in literacy is mainly attributed to boys’ poorer literacy and language skills, influenced by societal and familial factors.

Question 7

What policies have been introduced to address boys’ literacy issues?

Answer 7

The government has introduced a range of policies aimed at improving boys’ literacy and language skills.

Question 8

Describe the relationship between boys’ reading habits and gender perceptions.

Answer 8

Boys may come to see reading as a feminine activity due to the predominance of mothers reading to young children.

Question 9

Describe the impact of declining male employment opportunities on boys’ motivation and self-esteem.

Answer 9

The decline in male employment opportunities has led to an identity crisis for men, causing many boys to feel they have little prospect of obtaining a proper job. This undermines their motivation and self-esteem, leading them to give up on pursuing qualifications.

Question 10

Explain the concept of the ‘feminisation of education’ as discussed by Tony Sewell.

Answer 10

The ‘feminisation of education’ refers to the idea that schools do not nurture traditionally ‘masculine’ traits like competitiveness and leadership, but instead promote qualities associated with girls, such as methodical working and attentiveness.

Question 11

How does Tony Sewell suggest addressing gender differences in educational achievement?

Answer 11

Sewell suggests that some coursework should be replaced with final exams and that there should be a greater emphasis on outdoor adventure in the curriculum to better engage boys.

Question 12

Define the term ‘identity crisis for men’ in the context of employment.

Answer 12

An identity crisis for men refers to the confusion and lack of self-worth experienced by men due to declining job opportunities, leading them to question their roles and prospects in society.

Question 13

Discuss the relationship between manual working-class jobs and boys’ motivation to obtain qualifications.

Answer 13

The decline in manual working-class jobs, which require few qualifications, is unlikely to significantly impact boys’ motivation to obtain qualifications, as these jobs do not necessitate advanced education.

Question 14

What qualities does Sewell believe schools should emphasize to better support boys’ education?

Answer 14

Sewell believes schools should emphasize qualities such as competitiveness and leadership, which he associates with traditional masculine traits.

Question 15

How does the decline in male employment opportunities relate to boys’ educational outcomes?

Answer 15

While the decline in male employment opportunities may contribute to a lack of motivation among boys, it is argued that the impact is limited since the jobs that have disappeared often required few qualifications.

Question 16

Explain the significance of coursework in the context of gender differences in achievement according to Sewell.

Answer 16

Sewell argues that coursework contributes to gender differences in achievement, suggesting that a shift towards final exams could help address the educational challenges faced by boys.

Question 17

Describe the impact of male role models on boys’ academic performance in primary schools.

Answer 17

The lack of male role models is linked to boys’ underachievement, as many boys grow up in female-headed households and have limited exposure to male teachers, which can affect their behavior and motivation.

Question 18

Explain the significance of the statistic that only 14% of primary school teachers are male.

Answer 18

This statistic highlights the gender imbalance in primary education, suggesting that the predominance of female teachers may contribute to a feminized school culture that some argue does not effectively manage boys’ behavior.

Question 19

Define the term ‘feminised culture’ in the context of primary schools.

Answer 19

A feminised culture in primary schools refers to an environment that is predominantly influenced by female teachers, which some believe may not adequately address the behavioral and disciplinary needs of boys.

Question 20

How do boys perceive the presence of male teachers in their education?

Answer 20

According to Yougov (2007), a significant percentage of boys reported that having male teachers improved their behavior and made them work harder, indicating a positive perception of male role models in education.

Question 21

Describe the findings of Francis (2006) regarding the gender of teachers and boys’ achievement.

Answer 21

Francis (2006) found that two-thirds of 7-8 year olds believed that the gender of their teachers does not significantly impact their academic achievement.

Question 22

Define the two types of language or ‘discourse’ identified by Read in her study.

Answer 22

Read identifies two types of discourse: disciplinarian discourse, which is explicit and visible, and liberal discourse, which is implicit and child-centered.

Question 22

Explain Read’s (2008) critique of the idea that male teachers are necessary for boys’ discipline.

Answer 22

Read (2008) challenges the notion that primary schools are becoming overly feminized and that only male teachers can provide the necessary discipline for boys to succeed.

Question 23

How does disciplinarian discourse manifest in a classroom setting?

Answer 23

Disciplinarian discourse manifests through explicit authority, often involving shouting, an exasperated tone, or sarcasm to express criticism or disapproval.

Question 24

What characterizes liberal discourse in educational settings?

Answer 24

Liberal discourse is characterized by an implicit authority where the teacher engages with students as if they were adults, expecting them to be kind, sensible, and respectful.

Question 25

Discuss the association of disciplinarian and liberal discourses with gender.

Answer 25

Disciplinarian discourse is typically associated with masculinity, while liberal discourse is often linked to femininity.

Question 26

Do male teachers have a unique role in addressing boys' underachievement according to the research?

Answer 26

Research suggests that the absence of male teachers may not be a significant factor in boys' underachievement, indicating that other factors may be more influential.

Question 27

Summarize the overall argument regarding the need for more male teachers in primary education.

Answer 27

The argument for more male teachers in primary education is questioned by research indicating that teacher gender may not be a critical factor in boys' academic performance and that teaching styles are more important.

Question 28

Describe the findings of Read's study on primary school teachers regarding disciplinary discourse.

Answer 28

Read found that most primary school teachers, regardless of gender, used a 'masculine' disciplinarian discourse to control pupils' behavior, challenging the notion that primary school culture has become feminized.

Question 29

Explain the implications of Read's conclusions on the perception of female teachers in primary education.

Answer 29

Read's conclusions suggest that female teachers are just as capable as male teachers in providing a strict classroom culture, contradicting the belief that only male teachers can enforce discipline effectively.

Question 30

Define the term 'masculinised educational structure' as used by Haase.

Answer 30

Haase describes primary schools as a 'masculinised educational structure' that, despite being numerically dominated by women, still reflects male dominance in its culture and practices.

Question 31

How does Jones' observation about headship opportunities for male and female teachers contribute to the discussion of gender in education?

Answer 31

Jones notes that male teachers in the UK have a better chance of attaining headship positions compared to female teachers, highlighting the gender disparities in leadership roles within primary education.

Question 32

Discuss the concept of 'laddish' subcultures and their impact on boys' academic performance.

Answer 32

Some sociologists argue that the emergence of 'laddish' subcultures has negatively affected boys' academic achievement, contributing to their underperformance in school.

Question 33

What does Read's study suggest about the relationship between teacher gender and classroom control methods?

Answer 33

Read's study suggests that both male and female teachers employ similar 'masculine' methods of classroom control, indicating that gender does not determine disciplinary approaches.

Question 34

Summarize the argument against the feminization of primary school culture as presented in the content.

Answer 34

The argument against the feminization of primary school culture is supported by the observation that a majority of teachers use a 'masculine' discourse for discipline, which contradicts claims made by Sewell and others.

Question 35

Identify the statistical likelihood of male and female teachers achieving headship in the UK according to Jones.

Answer 35

According to Jones, male teachers have a one in four chance of gaining a headship, while female teachers have only a one in 13 chance.

Question 36

Describe the findings of Epstein (1998) regarding masculinity in schools.

Answer 36

Epstein (1998) found that working-class boys face harassment and are labeled as 'sissies' if they appear to be academically inclined, leading to homophobic verbal abuse.

Question 37

Explain the relationship between masculinity and schoolwork for working-class boys.

Answer 37

In working-class culture, masculinity is associated with toughness and manual labor, making schoolwork seem effeminate and inferior, which leads boys to reject academic efforts to avoid being labeled as 'gay'.

Question 38

How do boys' concerns about peer labeling differ from girls' according to Francis (2001)?

Answer 38

Francis (2001) found that boys are more concerned than girls about being labeled as 'swots', as this label poses a greater threat to their masculinity than it does to girls' femininity.

Question 39

Define 'laddish culture' as discussed by Francis.

Answer 39

Laddish culture, as described by Francis, refers to a behavior pattern among boys that emphasizes non-feminine traits and attitudes, which has become more prevalent as girls enter traditionally male-dominated fields.

Question 40

Describe the critics' perspective on girls' education policies.

Answer 40

Critics argue that policies promoting girls' education are no longer necessary, claiming that girls have achieved success at the expense of boys, who they believe are now the disadvantaged group.

Question 40

Explain the concept of moral panic regarding boys as discussed by feminists.

Answer 40

Feminists like Ringrose argue that the moral panic about 'failing boys' stems from fears that underachieving working-class boys will become a dangerous, unemployable underclass, threatening social stability.

Question 41

How has the moral panic about boys influenced education policy according to Ringrose?

Answer 41

Ringrose states that the moral panic has shifted education policy to focus primarily on raising boys' achievements, which has led to negative consequences for other groups.

Question 42

Define the two negative effects of the policy shift towards boys' achievements.

Answer 42

1) It narrows equal opportunities policy to only address 'failing boys', ignoring disadvantaged working-class and minority ethnic pupils. 2) It focuses solely on achievement gaps, neglecting other issues girls face, such as sexual harassment and identity problems.

Question 43

Discuss Osler's view on the impact of focusing on underachieving boys.

Answer 43

Osler notes that the emphasis on underachieving boys has resulted in the neglect of girls, who often disengage from school in a less visible manner.

Question 44

Explain the issues faced by girls in school that are overlooked due to the focus on boys' achievements.

Answer 44

Girls face problems such as sexual harassment, bullying, self-esteem and identity issues, and stereotyped subject choices, which are often ignored in the current policy focus.

Question 45

What is the implication of the term 'girl power' in the context of this discussion?

Answer 45

The term 'girl power' is used by critics to suggest that girls have achieved equality or success, which they argue has come at the expense of boys, contributing to the narrative of boys as the new disadvantaged.

Question 45

How do critics perceive the success of girls in relation to boys' education?

Answer 45

Critics perceive the success of girls as having occurred at the expense of boys, leading to a belief that boys are now the ones facing educational disadvantages.

Question 46

Describe the form of disengagement often exhibited by boys in educational settings.

Answer 46

Boys' disengagement often manifests as public displays of 'laddish' masculinity, which attract attention from teachers and policymakers.

Question 47

Explain the issue of school exclusions among girls compared to boys.

Answer 47

While mentoring schemes focus on reducing exclusions among black boys, they overlook the increasing rates of exclusions among girls, who are also less likely to secure places in pupil referral units.

Question 48

Define self-exclusion and internal exclusion in the context of school discipline.

Answer 48

Self-exclusion refers to truancy, while internal exclusion involves the removal of a student from class.

Question 49

How have the academic performances of boys and girls changed in recent years?

Answer 49

Both boys and girls have shown considerable improvement in academic performance, with boys achieving more than in the past, despite currently lagging behind girls.

Question 50

Discuss the significance of class and ethnicity in relation to gender achievement gaps.

Answer 50

The similarities in achievement between girls and boys are greater than the differences, especially when compared to class or ethnic disparities, with the class gap in achievement at GCSE being three times wider than the gender gap.

Question 51

What is the typical gender gap in achievement within the same social class at GCSE?

Answer 51

In a typical year, the gender gap within any given social class at GCSE is rarely greater than 12 percentage points.

Question 52

Describe the impact of social class on academic achievement among pupils of the same gender.

Answer 52

Pupils of the same gender but different social classes achieve widely different results, with girls from the highest social class potentially scoring 44 points higher than those from the lowest class, indicating that class is a more significant influence on achievement than gender.

Question 52

Explain the hidden problems of exclusion among girls in schools.

Answer 52

Official exclusion rates mask a wider issue of exclusion among girls, including self-exclusion and internal exclusion, which are not adequately addressed.

Question 53

Summarize McVeigh's findings regarding gender achievement similarities and differences.

Answer 53

McVeigh (2001) notes that the similarities in achievement between girls and boys are far greater than the differences, particularly when compared to class or ethnic differences.

Question 54

Explain how the gender gap in academic achievement varies among different ethnic groups.

Answer 54

The gender gap in academic achievement varies by ethnic group, with the gap among black Caribbean pupils being greater than in other ethnic groups.

Question 55

Define the relationship between femininity and educational achievement for black girls.

Answer 55

Many black girls define their femininity in terms of educational achievement and independence, which contributes to their success in school.

Question 56

How do some black boys perceive education in relation to their masculinity?

Answer 56

Some black boys define their masculinity in opposition to education, viewing it as effeminate, which can lead to academic failure.