EDU- Differential Educational Achievement Of Social Groups Flashcards
1
Q
Social class background influence on success of student :
A
Social class background has a powerful influence on a child’s chances of success in the education system.
2
Q
General trend of social class influence on achievement
A
children from middle class families do better than working class children, and the class gap in achievement grows wider as children get older.
Children from middle class families do better at GCSE, stay longer in full-time education and take the majority of university places.
Whereas, children from working class families are less likely to achieve their target grades and are more likely to attend the lowest-performing schools in deprived areas.
Very few working class children attend University.
3
Q
What do sociologists look at to explain social class differences in edu?
A
external factors (factors outside of the school - home and wider society)
internal factors (factors inside school).
4
Q
External factors
A
Material factors
Cultural factors
5
Q
Material factors internal or external ?
A
External
6
Q
Material factors
A
Material factors are to do with money and access to resources.
Many working class children suffer from material deprivation (a lack of money and resources).
They face issues such as poverty, poor housing, ill health and poor diet.
Working class families cannot afford to buy the things needed for educational success.
7
Q
Examples of material factors
A
• Lack of resources e.g. they cannot afford a computer or internet access at home, which makes it hard to complete homework.
• Poor diet e.g. cannot afford to eat breakfast, making it difficult to concentrate in lessons.
• Overcrowding e.g. have to share a bedroom with other siblings - no quiet study space to revise for exams.
• Have to wear a second-hand school uniform because they cannot afford to buy a new one, which may lead to bullying from other students. This could possibly lead to truancy (skip school).
• Cannot afford travel costs to attend a good school, so they have to attend a poorer quality local school.
8
Q
Lack of money- material factor
A
Lack of money also means that children from low-income families often need to work.
Children in poverty are likely to take on jobs such as baby sitting, cleaning and paper rounds, which can mean they are too tired to study at home or at school.
9
Q
A02. -application of material deprivation
A
Coronavirus pandemic
10
Q
A02:
Material deprivation in the coronavirus pandemic
A
Working class children are less likely to participate in online remote lessons due to having no access to a laptop and/or the internet.
The pandemic has exacerbated the digital divide - many families sharing just one laptop or phone for schoolwork.
In lockdown 1, pupils from middle class families were twice as likely to take part in remote lessons compared to pupils from working class families.
Material deprivation has resulted in working class pupils falling behind, widening the social class achievement gap.
11
Q
Fear of debt
Material deprivation
A
prevents many working class students from applying to University.
12
Q
Callendar and Jackson
Found that
A
found that working class students are debt averse, seeing debt as a negative thing and something to be avoided at all costs. This attitude may be a result of witnessing family members deal with credit card debt, rent areas, loan-sharks etc.
Thus working class students are less likely to apply to University over worries about debt.
13
Q
Material deprivation for W/C students who do go to University
A
Material deprivation means that working class students who do go to University often have to work part time to fund their studies.
This makes it more difficult to achieve higher-class degrees.
Furthermore, working class students are more likely to apply to local Universities, so they can live at home and save on travel costs, but this gives them less opportunity to go to the higher status Universities (e.g. Oxford, Durham, Kings College London).
14
Q
Evaluation of material deprivation
Government
A
The government has introduced compensatory education - extra services and programmes to help children from disadvantaged backgrounds achieve at school. E.g. Breakfast clubs and Free School Meals.
> However, due to negative stereotyping, some working class students do not claim their Free School Meals because they fear they will be laughed at or bullied by the other children.
15
Q
Evaluation of Material deprivation
Tuition fee loans
A
Tuition fee loans have been introduced to help working class students with the costs of higher education.
> However, many working class students are debt averse, so a loan won’t encourage them to apply
16
Q
Why do M/C students do better ?
A
because they have economic capital (money), so they can afford the things needed for educational success.
17
Q
Examples M/C having economic capital
A
• Can afford a large house, so children can have their own bedroom - quiet study space for homework and revision
• Can afford a computer and internet access at home to complete homework
• When choosing a secondary school, they can afford to move house into the catchment area of an Outstanding school (this is known as ‘selection by mortgage’)
18
Q
Selection by mortgage
A
When choosing a secondary school, they can afford to move house into the catchment area of an Outstanding school
19
Q
Cultural factors are related to
A
Values and attitudes
20
Q
What do W/C students tend to suffer from in regards to cultural factors ?
A
suffer from cultural deprivation - they lack the appropriate attitudes, norms and values that are necessary to succeed in education.
21
Q
What are the 3 aspects of cultural deprivation?
A
1.- Parents’ attitudes
2.- Language use
3.- Subcultures
22
Q
Aspects of cultural deprivation
Parents’ attitudes
W/C
A
Working class parents may be unwilling or unable to support their child in creating a positive attitude towards education - unable to help with homework (because they don’t understand it) or encourage a work ethic (not interested in education - they failed at school, so they don’t see the point).
23
Q
Aspects of cultural deprivation
Parents’ attitudes
Douglas
A
claims that working class parents place less value on education.
They are less ambitious for their children, giving them less encouragement and taking less interest in their education.
Working class parents visit schools less often and are less likely to discuss their children’s progress with teachers or attend parents’ evening.
As a result, working class students become disinterested and demotivated in schoolwork (what’s the point when people at home don’t care?).
24
Q
Douglas w/c parents views
A
do not set a good example for their children were reflected in news reports of parents wearing nightwear at the school gates.
Schools saw this as inappropriate; one Head Teacher in Darlington wrote to parents asking them not to wear nightwear when visiting the school.
Schools assume that working class parents are uninterested in their children’s education (it is not worth getting dressed for).
25
Evaluation of Douglas
Cultural deprivation aspect of Douglas
Many working class parents do care about their children's education, but they are unable to attend parents' evening and other school events because of material deprivation.
They cannot afford the time
off work or the transport costs.
26
Aspect of cultural deprivation
Language use
The type of language that students learn from their parents and home environment can have a direct impact on their educational success.
27
Bernstein
Aspect of cultural deprivation
Language use
28
Bernstein
argues that the language used by working class students puts them at a disadvantage.
29
What code do W/C use according to Bernstein?
Working class students typically use the restricted code
(simple language, limited vocabulary)
30
What code do M/C use according to Bernstein?
middle class students use the elaborated code (complex formal English).
31
Consequences of W/C students using restricted code
As schools are middle class institutions using the elaborated code, working class students find it difficult to understand textbooks, write essays and take part in class discussions. They also struggle to achieve higher marks in exams because their writing is limited.
32
Evaluation of Bernstein
Aspects of cultural deprivation
Language use
• Too simplistic - in each social class there are variations in the way people speak.
• Teachers adapt to ensure that all of their students make progress - they will use the restricted code if their students don't understand the elaborated code!
33
Aspect of cultural deprivation
Subcultures
Working class culture is different to that of middle class culture. Working class students make less progress because they have different goals and values to middle class students.
34
Aspect of cultural deprivation
Subcultures
Sugarman
Sugarman claims that the working class has a particular culture that consists of 4 characteristics which prevent children from doing as well in school
35
Sugarman’s 4 characteristics which prevent children from doing as well in school
1. Fatalism - the belief that nothing can be done to change their situation, so there is no point working hard in school because they are unlikely to do well or get a good job anyway.
2. Collectivism - socialising and hanging out with mates is more important than school work.
3. Immediate gratification - want rewards now e.g. get a job straightaway and earn money (do not see the point in going to University).
4.Present-time orientation - focus on the here-and-now, rather than the future. Want to have fun now, no long-term goals.
36
Superman argues that M/C students do better because their culture is characterised by:
1. Individual effort - the more effort you put into school work, the better you'll do.
2. Deferred gratification - make sacrifices now for future rewards (e.g. go to University to achieve a good career later).
3. Future-time orientation - plan for the future, set long-term goals.
37
Evaluation
Sugarman
• Not all working class students underachieve, so the theory fails to explain why some working class children manage to succeed despite their cultural deprivation.
• Assumes working class culture is inferior when it might simply be different.
38
Cultural capital
Marxist, Bourdieu, argues that how well you do at school depends upon the culture your parents have instilled in you.
39
Who argues about cultural capital ?
Bourdieu
40
According to Bourdieu what influence does cultural capital have on social classes and students?
Middle class students do better because they possess cultural capital - a set of tastes, values, interests and knowledge which result in material rewards (i.e. money) and success.
This gives middle class students an advantage over working class students who lack cultural capital.
41
Examples of cultural capital:
• Parents are able to help their children with their homework.
• Take their children to museums and art alries to broaden their knowledge and understanding, giving them
an advantage in the classroom.
• They value deferred gratification (work hard now for rewards later), encouraging their children to work hat and apply to University.
42
Bourdieu argues that as well as cultural capital, M/C families also possess 3 other types of ‘capital’:
1. Economic capital
2. Social capital
3. Educational capital
43
Bourdieu
Economic capital in edu
money e.g. pay for a private tutor, pay for Internet access at home, move house into the catchment area of an Outstanding school.
44
Bourdieu
Social capital in edu
contacts, middle class families know people who can help their children succeed e.g. contacts for work experience placements, contacts to tutor their children.
45
Bourdieu
Educational capital in edu
knowledge of the education system; middle class parents are well-educated, so they know how schools work e.g. feel confident challenging teachers if their child is underachieving, know what questions to ask when looking for a secondary school.
46
Which study supports Bourdieu ?
Gerwitz’s study
47
Gerwitz supporting study of Bourdieu
Gerwitz discovered a social class difference when parents' choose a secondary school for their children.
He argues there are 3 types of parent:
1. Skilled choosers - middle class parents who are able to use their capital to ensure their children are accepted into the best schools.
> E.g. They can afford to move house into the catchment area of an Outstanding school (economic capital), they know what to look for and what questions to ask when attending open days (educational capital), they can ask friends and colleagues to see if a school is Outstanding (social capital)
2. Semi-skilled choosers - working class parents who want their children to do well, but lack capital.
E.g. They want to send their children to an Outstanding school, but cannot afford travel costs (lack economic capital), they feel uncomfortable talking to teachers at open days (lack cultural capital), they don't know what questions to ask at open days (lack educational capital).
3. Disconnected local choosers - working class parents who choose to send their children to the nearest school regardless of how good it is. Lack all forms of capital.
48
Who argued different that there are different styles of parenting ?
Lareau
49
Lareau argued that there were 2 types of parenting:
1. 'Concerted cultivation' - common among middle class parents who focus on developing the skills and talents of their children e.g. extra-curricular activities.
2. 'The accomplishment of natural growth' - associated with working class parents who make sure their children are fed, warm and loved. They do not seek to develop their skills or talents.
50
Middle class parents
Lareau
Known as helicopter parents - over-attentive; making sure their children have everything they need, closely monitor progress at school, book organised activities (e.g. swimming lessons, gymnastics, karate).
This is "intensive parenting" where the parents focus on their children and their social calendars revolve around their children e.g. children's swimming lessons, birthday parties, play dates, music lessons.
51
Internal factors
Internal factors examine processes within the institution of school that impact upon social class differences, both in terms of educational achievement and experiences that shape students' social class identities.
52
Internal factors examples:
Labelling and the self fulfilling prophecy
Becker- “the ideal pupil”
Streaming and setting
Pupil subcultures
Middle class curriculum
Pupil identities
Marketisation
53
What is Labelling based on?
Labels are based on stereotypes; teachers are more prone to stereotyping, as their working day involves categorising and labelling students e.g. EAL (English as an additional language) and FSM (Free School Meal).
54
Teachers and labelling
Some teachers label pupils according to their appearance, language use and attitudes, rather than their academic ability.
Teachers tend to assume that working class pupils are less bright and less well behaved giving them negative labels like 'thick' or 'class clown'. Whereas, middle class pupils, are generally labelled positively as 'ideal pupils' e.g. 'bright' or 'gifted'.
55
How can labelling have a powerful effect?
Labelling can have a powerful effect on a student's educational achievement because labels usually become a self-fulfilling prophecy
56
What is it when a student is labelled and it becomes a self fulfilled prophecy ?
this is when a student internalises the label and acts accordingly. In other words, they 'live up' to the label.
For example, a working class pupil labelled 'thick', starts to believe they are thick, put no effort into their schoolwork and underachieve.
57
Who believes in the concept of the “ideal pupil”?
Becker
58
Becker- “the ideal pupil”
He found that teachers judged pupils based on their image of the 'ideal pupil', which was any pupil that followed middle class standards of behaviour e.g. polite, well-behaved, followed school rules.
59
Becker
Which classes were often labelled as the ideal pupil?
Teachers gave positive labels middle class pupils because they fitted their image of the 'ideal pupil'. Whereas, working class pupils were given negative labels because they did not fit the image.
60
What did Becker claim?
that once labelled, students internalise the label and it becomes a strong part of how they see themselves, becoming a self-fulfilling prophecy. Consequently, the labels given to middle class students made them feel positive about school, motivating them to work hard.
Whilst, working class students felt demotivated and became disinterested in school due to negative labels.
61
Criticisms of labelling
• Not all students accept labels - some students actually reject the labels their teachers give them e.g. students want to prove their teachers wrong!
• Too deterministic - labelling theorists assume that students will just absorb the label they are given.
In fact, students may have a number of responses to labelling, including accepting negative labels,
62
Streaming
Streaming is when pupils are taught in the same ability group for all of their lessons (e.g. a pupil is in stream A for all of their lessons).
Studies show that middle class pupils have a greater chance of being placed in a top stream or top set compared to working class pupils.
63
Teachers labelling different social classes
Teachers often judge middle class pupils as having more ability, placing them in the top sets.
This gives middle class pupils more opportunities to achieve, gaining a higher standard of knowledge, better standards of behaviour and high expectations.
Whereas, teachers generally see working class pupils as having less ability - they are typically placed in bottom sets: poor standards of behaviour, lower expectations and less likely to be taught by highly qualified teachers.
Being in a bottom set affects a pupil's self-confidence; pupils believe they are stupid and disengage from school.
64
Which students make less progress due to streaming and setting?
Pupils in bottom sets make less progress compared to students in higher sets. Working class pupils face a double disadvantage - they start school disadvantaged (e.g. lower reading age, little or no support from parents) and are then subject to practices in school that harm their achievement (e.g. put in bottom sets).
65
What is setting ?
Setting is when pupils are taught in ability-based groups for different subjects (e.g. set 1 for Maths, set 3 for English, set 1 for French etc.).
Studies show that middle class pupils have a greater chance of being placed in a top stream or top set compared to working class pupils.
66
Marxists sociologists views on streaming and setting
Marxist sociologists argue that working class pupils experience symbolic violence (their culture is devalued and they are made to learn middle class knowledge and values) and do not realise that setting reproduces social inequalities. Pupils in the top sets believe they deserve it, they are naturally better, whilst pupils in the bottom sets think that is where they belong. Pupils are socialised to accept this as normal (so they do not challenge it).
67
Marxists believe setting is
Setting is a tool of privilege reproduction: middle class parents want sets (as their children are in the top sets), whilst many working class pupils end up in the bottom sets - looked down upon with a poor quality education.
68
Pupil subcultures
A pupil subculture is a group of pupils who share similar values and behaviour patterns. In schools there are pro-school subcultures and anti-school subcultures.
69
A pro-school subculture
A pro-school subculture is a group of pupils who follow the values and rules of the school e.g. work hard in lessons, complete homework.
70
Pro-school subcultures are commonly formed by students in which set?
the top sets (largely middle class) feeling valued and rewarded at school. Students gain status from their peers by being well behaved and successful ir their school work. As a result, they achieve good grades.
71
Anti school subcultures
An anti-school subculture is a group of students whose values go against the school's values. Anti-school subcultures are common among students in bottom sets (largely working class). These students tend to have low self-esteem and are anti-learning, as they cannot achieve the values of the school (e.g. do well in exams).
72
W/C students form anti-school subcultures with their own what?
They form anti-school subcultures with their own deviant values (which they can achieve), gaining status from their peers for messing about, answering back, starting fights etc. As a result, many underachieve, leaving school with low grades.
73
Which study reflects the concept of subcultures ?
For example, Willis' study of 'the lads'- 12 working class boys. The lads' rejected school, seeing school as boring and pointless. They formed an anti-school subculture where they messed about in lessons and truanted.
Their anti-school subculture led to them failing in their exams and ending up in low-paid, unskilled jobs.
74
What does White argue?
the curriculum is based on middle class knowledge, which places
working class children at a disadvantage, as they are unfamiliar with this content.
75
Example of M/C curriculum
For example, most of the authors studied in English Literature are middle class, so middle class students are likely to identify more with the language, ideas and views expressed in the text.
76
Who does the curriculum reward?
The curriculum also rewards students who bring with them a range of general knowledge, which is largely considered to be middle class e.g. knowledge about classical music, art and theatre.
Consequently, working class children are disadvantaged, as they do not possess this general knowledge.
77
Analysis of how ideas streaming and setting reflects Bourdieu’s claims
These ideas reflect Bourdieu's claim that schools have a middle class habitus and the knowledge taught in schools is that of the middle class. Middle class knowledge is seen as superior and of higher value than working class culture, which is deemed inferior. Middle class students gain 'symbolic capital' (status and recognition) in sharing their knowledge of middle class authors, musicians, artists etc. in lessons.
Working class students feel left out because they do not have this cultural knowledge. The school curriculum adds to their 'symbolic violence' - working class culture is not worthy of study, so they are made to study middle class authors like Jane Ayre and Shakespeare, further generating feelings that education is 'not for them'.
78
Marxists Feminists
Archer
Marxist Feminist, Archer, studied working class girls' identities and how this affected their experiences at school, resulting in their underachievement.
79
Why did W/C girls feel like they had to change how they talked and presented themselves in order to be successful?
Due to the middle class habitus of school, working class girls felt that they had to change how they talked and presented themselves in order to be successful. They felt unable to access 'posh', middle class spaces such as University and professional careers, which were "not for the likes of us".
80
What did symbolic violence lead to in regards to W/C girls?
This symbolic violence led to working class girls finding alternative ways of creating status and self-worth (to feel good about themselves). They did this by wearing Nike.
81
W/C girls established symbolic capital by…?
by wearing Nike
Having the right appearance earned them symbolic capital - status from their peers.
82
W/C girls had a what appearance?
had a 'sexy Nike' appearance, wearing Nike trainers, having nice hair and make-up. This earned them status and respect among their peers, making them feel accepted and valued.
83
What was the problem of gaining symbolic capital?
wearing Nike went against the school's dress code and they regularly got into trouble. But, they continued to wear Nike because it brought status and self-worth.
84
What played a big part in W/C’s rejection of University ?
The Nike identity
They believed University was for rich, posh, clever people, so they would not fit in. They also felt that University would not 'suit' their working class habitus e.g. they could not wear a Nike tracksuit at Oxford University! Therefore, not attending University was not just due to feeling uncomfortable, but also their working class habitus (they were not prepared to give up their Nike identity and way of life).
85
Marketisation
Schools are increasingly ran as businesses, schools are becoming more selective (or choosy) about which students to take on.
86
Marketisation
Done by “cream skimming”
cream skimming =
Middle class students are often seen as more attractive since they are perceived to be harder working and more likely to achieve better results, which further disadvantages the working class.
87
The most popular schools select
middle class students because they will do well in exams, thus making the school look good to new parents.
88
Who does marketisation put pressure on ?
on schools to achieve the best possible exam results (only the best schools with top exam results will attract new parents and students)
89
Gillborn and Youdell
Gillborn and Youdell argue that marketisation has led to the creation of an A-C Economy, schools are judged on the number of A-C grades achieved. Schools with the highest percentage of A-C grades will attract more new parents and students.
90
Gillborn and Youdell
A-C echoing result
As a result, schools have an educational triage, dividing students into 3 groups:
1. Those who will pass anyway
2. C/D borderline
3. The hopeless cases.
91
What is done for the C/D borderline?
Lots of time and money is spent on the C/D borderline students to turn as many Ds into Cs as possible e.g. intervention sessions, extra revision resources, breakfast revision on exam days.
92
What is done for the “the hopeless cases”?
'The hopeless cases' (most are working class) are given no extra support, as they are unlikely to achieve a grade C or higher. Therefore, they are left to it, often in the bottom sets with behavioural issues and the weakest teachers.
93
Evaluation of social class differences in educational achievement (A03):
• Factors are inter-linked - both external and internal factors affect pupils' chances of success.
——> For example, a working class pupil is put in the bottom set (internal factor), but cannot move into a higher set due to material deprivation e.g. no internet access or a laptop at home to do work (external factor).
94
Gender differences in educational achievement in UK schools:
There are major gender differences in educational achievement in UK schools.
Since the mid-1990s, girls have outperformed boys in most subjects at GCSE and A Level.
The picture does vary between subjects: girls, on average, achieve higher grades in subjects like English, MFL and Art and Design.
However, when it comes to computing and the sciences, the gender gap in achievement is minimal.
95
What can we use to explain gender differences in educational achievement?
External factors and internal factors
96
External factors examples:
Gender differences in educational achievement
Changing girls ambitions
Changes in the family
Leisure time
Gender socialisation
Boys and literacy
Changes in the economy
97
Changing girls ambition
There have been substantial changes to the structure of employment, increasing girls' work ambitions.
98
What are the substantial changes to the structure of employment, increasing girls' work ambitions?
The growth of the service sector (e.g. hospitality, retail and leisure) has opened up new opportunities for women.
Changes in the law, such as The Sex Discrimination Act (1975) and The Equal Pay Act (1970), inspire girls' work ambitions.
99
Changing on girls’ ambitions
Sue sharpe
For example, Sue Sharpe found that girls' ambitions have changed. In the 1970s, girls' priorities were home centred, focusing on marriage and family. Whilst in the 1990s, girls' prioritised having a career.
100
What motivates girls to work hard at school?
Greater employment opportunities motivate girls to work hard at school, as they need good qualifications to achieve well-paid, successful careers
101
Changes in the family
Single parent families
The rising number of single parent families has affected girls' attitudes to education. More single mums are taking on the breadwinner role, providing girls with a new role model
- the financially independent woman. To achieve independence, girls need to do well at school.
102
Changes in the family
Rising divorce rate
Also, the rising divorce rate has led to girls thinking it is unwise to rely on a husband for money. This motivates girls to work hard at school, so they can achieve well-paid jobs
103
Leisure time
McRobbie
McRobbie argues that outside school, girls have a 'bedroom culture', creating their own subcultures in which talking, working hard and bein neat are seen as important, which helps them at school.
Reading and chatting also develops girls' communication skills.
Whereas, boys tend their free time doing more physical activities (e.g. football and rugby), which do not contribute towards their educational development.
104
Gender socialisation
often results in boys being socialised into being adventurous and physical, competitive and sporty.
105
The values of boys socialisation of being adventurous, physical, competitive and sporty conflict with what?
conflict with the culture of the school, where children are expected to listen and sit still for long periods of time.
106
According to gender socialisation
How many opportunities are there for boys to learn competitively ?
There are limited opportunities for boys to learn competitively, resulting in boys agging behind girls because the education system fails to recognise boys learning styles. Furthermore, many boys are more sport-orientated at home, making them less study focused, rushing or not doing homework.
107
Evaluation
Gender socialisation
Evaluation (A03):
However, girls outperform boys in PE, which challenges the claim that gender socialisation results in boys making less progress (as we would expect boys to do well in PE due to being socialised to be physical and competitive).
108
Boys and literacy
Many boys see reading as a feminine activity (something girls do) because it is usually mothers who read to their children. This means that many boys lack a male role model for reading. Research shows that by 8 years old, many boys lose interest in reading.
109
Evaluation
Boys and literacy
Evaluation (A03): There may be some truth in this explanation as the gender gap is highest in mainly literacy-based subjects such as English and the social sciences (e.g. Psychology).
110
Changes in the economy
Globalisation resulted in
in a decline in manufacturing jobs in the UK, as we now import goods from other countries (because it is cheaper).
111
Changes in the economy
Fewer or more traditional manual jobs
There are fewer traditional manual jobs, which working class men do, e.g. shipbuilding, the steel industry and mining. So, working class boys don't see the point in working hard at school because there are no jobs for them when they leave school.
112
Changes in the economy
Service sector
The service sector has largely replaced traditional manual jobs. The economy places high value on office-based jobs, presentational skills and interpersonal skills, suiting the skills and traits of many women.
113
Changes in the economy
Crisis of masculinity
Some working class boys are experiencing a crisis of masculinity - questioning their role and identity as men. They no longer feel they have a place in the workforce as it now demands skills which are better suited to women. As a result, they lack motivation, develop low self-esteem and don't bother trying at school.
114
Internal factors that explain gender differences in educational achievement
1.Labelling and the self-fulfilling prophecy
2. Equal opportunities policies
3. Coursework
4. Laddish subcultures
5.Feminisation of education
115
Internal factored
Labelling and the self-fulfilling prophecy
What influenced teachers labelling ?
Gender stereotypes influence teacher labelling; girls are often labelled as hard working and capable, while boys (particularly working class) are seen as less able and disruptive, resulting in students developing a self-fulfilling prophecy.
116
Where does Gendered teacher labelling begin?
primary school
Both boys and girls mess around (e.g. make fart noises and tell evil jokes in lessons), but only boys are labelled as class clowns.
Over time, boys start to lose their self-esteem and mid irritate their teachers. Boys know their teachers don't like them and become disenchanted (don't see the point in the school), feeling they are not able to learn.
117
What does gender stereotypes lead to?
Gender stereotypes can also lead to the misallocation of sets - students are put in the wrong set. Girls are more likely to be put up a set, while boys are put down a set.
118
Internal factors than can explain gender achievements in education
Class sets impact
Sets impact students' self-confidence; boys in the bottom set will likely develop a self-fulfilling prophecy - believing they are stupid, give up and underachieve.
119
Equal opportunities
Schools place great importance on providing equal opportunities for who?
Girls
120
Equal opportunities policies
Why do Schools place great importance on providing equal opportunities for girls in education?
Teachers are more sensitive to the need to avoid gender stereotyping
Policies such as GIST (Girls into science and technology) and WISE (Women into science and engineering) aim to challenge gender stereotypes, encouraging girls to study subjects that are traditionally male-dominated e.g. physics and engineering.
121
Equal Opportunities
GIST
Girls into science and technology
122
Equal opportunities
WISE
Women into science and engineering
123
Internal factors
Coursework
The introduction of coursework favours girls as it fits their mode of learning better than exam assessment.
124
Internal factors that explain gender diff in achievement of edu
Mitsos and Browne
that girls are more successful in coursework because they work harder and are better organised than boys. Girls spend more time on their work, are better at meeting deadlines and bring the right equipment to lessons.
125
Internal factors
Coursework
Sociologists
argue that the characteristics and skills commonly found among girls are the result of gender socialisation in the family. For example, girls are more likely to be encouraged to be neat, tidy and patient.
These characteristics help girls in their schoolwork.
126
Evaluation
Internal factors
Coursework
Coursework alone cannot explain girls' educational success. In recent years, coursework has been removed or made a smaller percentage in GCSE and A Levels.
Despite the change to end assessment (exams at the end of the course), girls continue to out-perform boys in education.
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Internal factors
Laddish subcultures
Working class boys feel pressurised by their peers to conform to traditional forms of masculinity. Boys are influenced by peer pressure; they want to be cool and fit in
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Internal factors
Laddish subcultures view of education
Being studious and hardworking is seen as 'girly' and uncool. Boys feel under pressure to rebel against school to avoid being bullied or humiliated.
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Internal factors
Laddish subcultures- influenced by…?
influenced by peer pressure; they want to be cool and fit in
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Internal factors
Laddish subcultures why are they formed and by who?
Working class boys form laddish subcultures to demonstrate their masculinity - acting tough, messing around, disrupting lessons and rejecting schoolwork (because it is feminine).
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Internal factors
Laddish subcultures
Evaluation
It is wrong to assume that laddish subcultures are only formed among working class boys, as middle class boys also feel pressure to be cool and fit in. Many do their homework in secret to make it look like they are achieving decent grades without trying, so they are not labelled as 'swot' or 'girly.
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Internal factors
Feminisation of edu
Education has become an increasingly feminine environment, particularly in primary schools where most teachers are female. Girls have more role models in school with far more female head teachers and college leaders, raising their aspirations.
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Internal factors
Feminisation of edu
-masculinity
Schools do not value masculine traits (e.g. being competitive) as much as those associated with girls (e.g. being attentive and consistently working well).
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Internal factors
Feminisation of edu- led to
lack of male role models in education with only 14% of primary school teachers being male. All of this favours girls' achievement with boys feeling less comfortable.
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Internal factors
Feminisation of edu
Evaluation
Myhill and Jones
question the benefit for boys having a male teacher as they found that the majority of 13-15 year olds in their sample felt that male teachers targeted boys more for punishment in the classroom. Thus, boys may come to resent male teachers, not look up to them.
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Evaluation of gender and achievement
Girls
Not all girls do well in education - it depends on social class. Middle class girls are more likely to achieve than working class girls. Middle class girls have cultural capital e.g. their parents encourage them to work hard, help them with their homework etc.
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Evaluation of gender and achievement
Archer
She studied working class girls' underachievement in Years 10 and 11 in London schools.
As a result of experiencing symbolic violence at school (their working class culture was devalued, and they were forced to conform to middle class culture), they developed a 'sexy Nike' appearance - wearing Nike trainers, having nice hair and make-up.
This earned them symbolic capital - status and respect among their peers, making them feel worthy and valued.
Looking good was their main priority, not school work which was associated with middle class culture.
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Gendered subject choices
Girls and boys, when given the choice, still overwhelmingly choose subjects that are stereotypically male or female.
Girls tend to choose subjects such as languages, English Literature, Health and Social Care, which lead them towards traditionally female roles later in life. Whilst boys tend to opt for maths and science, which often lead to higher status jobs.
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Subject Choice:
External factors
Factors outside of school
1.Gender socialisation
2.Gender domains
3.Employment is highly gendered
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Subject Choice:
Internal factors
Factors inside school
1. Peer pressure
2. Careers advice
3. Gender of teachers
4. Learning resources include gender stereotypes
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External factors affecting gender differences in subject choice
Gender socialisation
From a young age, we are socialised into our gender identities e.g. pink for girls, blue for boys, dolls for girls, trucks for boys. Girls are encouraged to be kind, caring and pretty, resulting in them choosing subjects like Health and Social Care and Beauty. Whilst boys are encouraged to be outgoing and adventurous, choosing subjects like sport and physics as a result.
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External factors affecting gender differences in subject choice
Gender domains
Real or imaginary areas, which are seen as male or female. For example, physics is seen as a masculine domain, consequently boys are likely to choose physics. Whilst Beauty is seen as a feminine domain, encouraging girls to choose Hair and Beauty.
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External factors affecting gender differences in subject choice
Employment is highly gendered
Some jobs are seen as 'female', others as 'male'.
Women tend to dominate the caring professions such as nursing, carers and teaching, which makes girls more likely to choose Health and Social Care.
Men tend to dominate professions such as engineering and computer technicians, making boys more likely to pick subjects such as ICT and mathematics.
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Internal factors affecting gender differences in subject choice
Peer pressure
Boys and girls choose subjects according to gender stereotypes to avoid being bullied or picked on.
For example, boys don't pick Health and Social Care to avoid being called 'gay', instead they choose a more masculine subject like physics or PE.
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Internal factors affecting gender differences in subject choice
Career advice
Boys and girls are encouraged to pick courses that fit gender domains. For example, careers advisors encourage girls to do childcare, as this is seen as female job.
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Internal factors affecting gender differences in subject choice
Gender of teachers
For example, boys are more likely to pick Physics, as it is male-dominated; they feel comfortable studying a 'male' subject. Whereas, Health and Social Care appeals to many girls, as they see is as 'feminine'.
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Internal factors affecting gender differences in subject choice
Learning resources include gender stereotypes
Textbooks and books present men and women in stereotypical jobs. For example, pictures of men working as surgeons, pilots and firefighters.
Whilst women are pictured working as nurses, nursery workers and beauty therapists.
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Case Study:A Level Physics remains male dominated
Who investigated why very few girls choose to study A Level Physics?
Marxist Feminist, Archer, investigated why very few girls choose to study A Level Physics.
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Case Study:A Level Physics remains male dominated
What did Archer find ?
Archer found there is a Science stereotype - it is for boys, the middle classes, white and South Asian students. Many girls do not see themselves as physicists; they believe that it is "too hard" and that boys are naturally good at Physics.
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Case Study:A Level Physics remains male dominated
Archer and gendered terms
'Cleverness' is a gendered term, for example, many girls believe that you need "a boy brain" to study A Level Physics. There are gendered expectations; teachers have higher expectations of boys, believing that boys have "raw talent" and girls have to "work hard".
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Case Study:A Level Physics remains male dominated
What do girls do, according to archer?
Girls self-exclude (they do not choose Physics), believing it's "not for me" and that they are not clever enough.
For example, Danielle - a white working class, 'glamorous' 16 year old - believed Physics was "too hard". Her school put her off studying Physics, encouraging her to do hair and beauty instead. Working class girls, like Danielle, experience symbolic violence - Physics is "not for them" and they blame themselves e.g. not clever enough.
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Case Study:A Level Physics remains male dominated
As girls self-exclude, this means that…
This means that men continue to dominate high status, well-paid jobs that result from studying Physics such as engineering, keeping society patriarchal.
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Case Study:A Level Physics remains male dominated
Solution according to Archer :
According to Archer, we need to change the culture of Physics in schools, ending its strong association with masculinity. Policies and initiatives encouraging girls to pick A Level Physics (e.g. offering girls money to study the subject) do not work because it is not girls who need to change, but the culture of physics itself.
