education and gender Flashcards
differences at GCSES
-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
differences at alevels
-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
problems boys face in ED
-girls outperform boys in SATS/GCSE
-13% difference in english
-boys are less likely to do higher tier
problems girls face in ED
-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
why do gender differences occur?
-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
what is feminism?
-movement to bring out equality for women (women are exploited and oppressed by men)
what is first wave feminism?
-started by suffragettes to campaign for women vote rights
what is second wave feminism?
-campaign to bring rights e.g equal pay for women
what is third wave feminism?
-current feminist movement which sees society as more equal but sees women as facing different challenges according to their class and ethnicity.
what is patriarchy?
-male dominated society
what is hidden curriculum?
-aspects of curriculum not in sylabus e.g norms, values, attitudes learnt in school e.g ideas on gender
what is GIST?
-girls into science and technology
what is WISE?
-women into science and engineering
what is STEM?
-science, tech, engineering and maths
(external factors for girls)
impact of feminism?
-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
(external factors for girls)
changes in employment
-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
(external factors for girls)
changes in the family
-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
(external factors for girls)
girls changing ambitions
-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
(internal factors)
equal opportunities policies
-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
(internal factors for girls)
role models in schools
-more females teaching
-in 2005 females head teachers increased from 22% to 35%
HOWEVER, females are still significantly under represented in senior positions
(internal factors for girls)
teacher attention
-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
(internal factors for girls)
challenging stereotypes
-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’
(external factors for boys)
decline of traditional men jobs
-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
(external factors for boys)
boys and literacy
-poorer literacy skills
-less time reading
-like football and games
BUT class affects as middle class boys read more than w/c girls