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Sociology > education and gender > Flashcards

education and gender Flashcards

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Sociology 101 flashcards
1
Q

differences at GCSES

A

-show 52.5% of girls, 46.8% of boys achieving grade 5 and above in GCSE maths and english
-gaps small in double science 3.6% points

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2
Q

differences at alevels

A

-83.9% of girls got A*-c compared to 80% boys
-boys less likely to do ALEVELS
-423,355 a levels certificates to females in 2022 comapred to 353,270 to males

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3
Q

problems boys face in ED

A

-girls outperform boys in SATS/GCSE
-13% difference in english
-boys are less likely to do higher tier

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4
Q

problems girls face in ED

A

-choose stereotypical subjects - low paid and low status
-girls given less attention from teachers
-working class girls dont do as well as middle class boys
-girls are vicitims of sexual harassment

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5
Q

why do gender differences occur?

A

-girls care more about work
-girls seek academic validation
-stereotypical curriculum e.g textiles for girls
-Dt for boys
-bedroom culture for girls
-woman now have more motivation due to more opportunities
-coursework favors girls
-boys mature later
-not enough male role models at primary
-boys enjoy more practical

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6
Q

what is feminism?

A

-movement to bring out equality for women (women are exploited and oppressed by men)

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7
Q

what is first wave feminism?

A

-started by suffragettes to campaign for women vote rights

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8
Q

what is second wave feminism?

A

-campaign to bring rights e.g equal pay for women

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9
Q

what is third wave feminism?

A

-current feminist movement which sees society as more equal but sees women as facing different challenges according to their class and ethnicity.

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10
Q

what is patriarchy?

A

-male dominated society

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11
Q

what is hidden curriculum?

A

-aspects of curriculum not in sylabus e.g norms, values, attitudes learnt in school e.g ideas on gender

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12
Q

what is GIST?

A

-girls into science and technology

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13
Q

what is WISE?

A

-women into science and engineering

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14
Q

what is STEM?

A

-science, tech, engineering and maths

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15
Q

(external factors for girls)
impact of feminism?

A

-mitsos and browne
-feminism challenges ideas women should be wife or mother
-media portrays women in range of roles e.g inpendent career inspire girls
-HOWEVER, middle class aspire to these more than working class

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16
Q

(external factors for girls)
changes in employment

A

-mitosos and browne
-legislation equal pay act & sex discrimination has shown theres space for equality in work
-more opportunity and employment for women
-HOWEVER, normally low paid and low status so woman under represented in senior positions

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17
Q

(external factors for girls)
changes in the family

A

-increase in divorce and less marriage made them realise they need to support themselves
-increase in working mothers given role models for girls
-HOWEVER, some girls still look for rich husbands

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18
Q

(external factors for girls)
girls changing ambitions

A

-sue sharpe
-1974= ambition to be mothers and wifes
-1990= wanted a career
-ambitions require qualifications
-not applying to all as ethnic minorities pressured to be housewives

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19
Q

(internal factors)
equal opportunities policies

A

-gov policies introduced
-GIST= girls into science and tech
-WISE= woman in science and engineering
-natural curriculum compulsory to study maths, science and english
-has led to improvements
-but girls still less likely to pick physics and engineering

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20
Q

(internal factors for girls)
role models in schools

A

-more females teaching
-in 2005 females head teachers increased from 22% to 35%
HOWEVER, females are still significantly under represented in senior positions

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21
Q

(internal factors for girls)
teacher attention

A

-more positive attention to girls then boys
-SWARN= teachers interact w boys by focusing on their behavior but with girls they focus on their work
-HOWEVER, doesnt happen in single sex schools and too generalised

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22
Q

(internal factors for girls)
challenging stereotypes

A

-stereotypical images removed in textbooks
-WEINER= improve girl achievement by putting images of women in power
-HOWEVER some parts of history are still ‘woman free zone’

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23
Q

(external factors for boys)
decline of traditional men jobs

A

-MAC AN GHAIL- boys facing crisis of masculinity due to decline of manual jobs e.g mining and manufacturing
-dont see hope in ED
-HOWEVER, applies to boys growing in industrial areas

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24
Q

(external factors for boys)
boys and literacy

A

-poorer literacy skills
-less time reading
-like football and games
BUT class affects as middle class boys read more than w/c girls

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25
Q

(internal factors for boys)
feminisation of education

A

-education is more feminine
-schls dont nurture many masculine traits
e.g leadership and competetivness
-coursework favours girls as they care more ab prsentation
-whilst boys are outmore
eval= from recent gcse results boys have improved since coursework reduced

26
Q

(internal factors for boys)
shortage of male primary teachers

A

-lack of male role models from young
-increasing female 1 parent families
-in 2007, 16% male primary schl teachers
HOWEVER middle class boys not affected in some way

27
Q

(internal factors for boys)
laddish subcultures

A

-EPSTIEN= boys underachieve as its not seen a masculine to work hard
-laddish subculture encourages boys to mess around not work hard
-boys who work hard likely to be bullied
-JACKSON- found girls also similar with ‘ladette subcultures’

28
Q

what is meant by laddish subcultures?

A
  • often by working class who gain status amongst friends by being anti school
29
Q

what is meant by gender domains?

A

-boys and girls see male and female territory and therefore relevant or irrelevant to themselves may affect subject choices

30
Q

what is meant by crisis of masculinity?

A

-MAC AN GHAIL working class males dont have vocation due to decline in traditional manual labour

31
Q

what is meant by bedroom culture?

A

-parents control girls more so they stay in more

32
Q

what is meant by service sector?

A

-uk economy mainly based on sale of services which includes jobs e.g admin, communication, sales, catering and beauty

33
Q

typically male subjects?

A

-maths
-physics
-business studies
-geo
-PE
-engineering
-construction

34
Q

typically female subjects?

A

-english
-psychology
-sociology
-art
-media studies
-hair and beauty
-childcare

35
Q

what are the reasons for the differences in gender choosing subjects?

A

socialization, gendered subjects images, gendered career opportunities and peer pressure

36
Q

what does Ann Oakley say on socialisation

A

-boys and girls treated diff from birth
-directed by parents towards diff interests
-girls given dolls and kitchens to play with
-boys given cars and balls
-girls to ballet and boys to football

37
Q

how may that influence subject choices in later life?

A

-boys may choose sport
-girls choose dance
-cars = motor vechiles
-bricks= construction

38
Q

what does Kelly say about gendered subject images?

A

-science seen as more masculine
-science packaged as boys subject with pictures of boys e.g footballs and cars
- boys dominate science classes by shouting answers and grabbing equipment first

39
Q

weaknesses with kellys argument?

A

-girls still outperform boys in science
-wouldnt apply to single sex schools

40
Q

What does Paetcher say about peer pressure?

A

-need to fit in typical gender identity
-less likely to attract negative response
-boys avoid ‘dance’ or ‘hairdressing’ fearing the label of being ‘gay’
-girls not choosing construction or sport as fear of not being seen as feminine.

41
Q

What is being said about gendered career opportunities?

A

-subject choices can relate to career opportunities
-some jobs are seen as masculine or feminine
-young ppl less likely to go into careers not typical for their gender
-vocational courses often linked to male or female jobs so participation these courses tend to be more gendered.

42
Q

what did american research study suggest ab girls and boys idea of gender and education?

A

-kids as young as 6 influenced by gender stereotypes
-boys saw males as being “really really smart”
-girls saw females as brilliant only 48%

43
Q

wht was the findings carried out by the US national Bureau?

A

-one exam anonymous marked by blind examiners
-other exam marked by teachers who knew pupils names
-in anonymous girls outperformed boys
-boys done better w teachers knowing their names
-teachers overestimated boys

44
Q

what did UK institute of physics show about achievement in physics ?

A

-believed it was only for smart people
-state of co education didn’t see single girl take ALEVEL physics
-but 2.5 times more likely in single sex school

45
Q

subjects and gender

A

girls more likely to english and boys likely to do hard sciences

46
Q

employment and gender

A

males likely to do science and engineering and girls likely to do teaching or admin

47
Q

small participation and gender

A

females less in computer science and boys less in nursing

48
Q

what do liberal feminists say?

A

celebrate the progress being made to achieve gender equality e.g improvement for girls
-equal opportunities legislation
-schemes GIST AND WISE
-increase in senior management females

49
Q

which areas of improvements is still needed?

A

-subject choices so girls persue higher jobs

50
Q

what do radical feminists say?

A

although there’s more equality in terms of achievement, ed system is still male dominated

51
Q

what are examples given by radical feminists?

A

-still a lot male principles
-history is women free zone
-girls suffer verbal abuse e.g LEES says they are labelled slags and sluts as way of reinforcing gender roles
-suffer male gaze as if their sex objects
-girls and boys treated different to reinforce gender identities

52
Q

example of sexual harassment being an issue in schools

A

59% of 13-19 yr old said they experienced sexual harassment

53
Q

What did sue sharpe say?

A

-girls ambitions have changed
- earlier they wanted to get married
- now they want careers

54
Q

What did Sewell say?

A

-Black boys under achieve because of peer culture influenced by rap and gaining immediate gratification

55
Q

What did Kelly argue?

A

-Science is packed as a boys subject
-teachers use examples for boys e.g cars and football
-boys dominate and grab equipment first

56
Q

What did mitosis and Browne say?

A

-Girls achieve more highly then boys as coursework is in their favour
-girls spend more time on coursework and work on presentation

57
Q

What did fuller say?

A

-Self fulfilling prophecy was not inevitable
-black girls worked hard to prove teachers wrong and overcome labels

58
Q

What did Epstein say?

A

-Working class boys have laddish culture
-if they work hard at school they are seen as “sissies” or called homophobic names

59
Q

What did Oakley say?

A

-Girls and boys follow traditional gender role paths due to early socialisation
-boys given cars to aspire them to become mechanics
-girls are given dolls to aspire to go into childcare

60
Q

What did Mac and ghail say?

A

-working class boys suffer “crisis of masculinity”
-due to decline in manual employment
-lost ambitions as there’s no careers for them

Sociology (98 decks)

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