Education difference gender Flashcards
why girls do better
Francis
Francis- looked at feminisation in school success comes from cooperative and conciliatory attitudes. Felinity likes as it has supportive attitudes to school work reinforced by positive peer groups leading to positive achievment. buts are more anti school characterized by disengagement and defiance.
Girly mature early by 16 they are more physically and mentally mature than boys. behave more responsible and internalize the seriousness and importance of academic qualifications
Things that lead to girls not doing as well in education external factors
-Symbolic capital- need to do things to gain status from other peers. Arche found by following there WC identify the girls gained symbolic capital from peers. but brought conflict with school stopping them from acquiring educational and economic capital
-Hyper heterosexual- gorls spent money on looks to fit in with peer identify and not be bullied. this appearance wasn’t approved by schools. seen as a distraction to learning and students were grouped as ‘not one of us’. Bordieu said this is symbolic violence (harm done by seeing someones symbolic capital as worthless)
why boys do worse in education internal factors
Becky Francis
boys are put off school as learning is to feminized. educational polices aimed at improving gils education opportunities at the expensive of boys. boys do less well in course work based subjects.
Becky Francis- teacher less likely to label boys at ideal students. low expectations of them see them as disruptive.
why boys do worse in education external factors
David
Burns and Bracey
David- boys mature slower than girls because primary socializations in the family encourages boys to be more disobedient and attention seeking. May lead to lack of concentration on classroom. Seen parents read to boys less.
Burns and Bracey- socializations of boys leads to overconfidence. boys are surprised when they fail exam. put there failure down to bad luck, not lack of effort
Internal factors that effect gender academic achievement
selection and league tables-
Jackson
Seel
Marakitisation polices make schools compete more. Schools want femail students as thye achive better. Jackson introducing exam league tables improves opportunities for girls. High achieving girls dont want to be in school with low achieving boys. self-fulfilling procpacy girls do better in schools.
Seel boys are less attracted to schools they suffer from behavioural difficulties. 4x more likely to be excluded. boys are seen as “liability students” obstruct the school improving there league tables
Internal factors that effect gender academic achievement
challenging stereotypes in the curriculum
Gaby Weiner
Reduced stereotypes in school resources led to reduced barriers for girls. Gaby Weiner since 1980s teachers have challenged stereotypes this helps to rise girls achievement by presenting them with more positive images. But see boys as disruptive have lower exception for them girls are seen as well behaved fit the ideal student better
Internal factors that effect gender academic achievement
positive role models in school-
Skelton
-increase in female teachers and headteachers show girls they can achieve positions of importance.
-Now more female than male teachers. 15% of teachers are male. disadvantages boys
-Skelton Feminsation of teaching dosent create a negative impact - 65%of children said the gender of the teacher dosent matter.
Internal factors that effect gender academic achievement
GCSE and coursework-
Stephne Gord
Eirene Mitsos & Ken browne
The way students are assessed advantages girls. Stephne Gord gender gap in achievement was fairly consistent to 1975. In 1089 when GCSEs and coursework was introduced girls achidemically increased sharply. “change system of assessment rather than buys failing”
Eirene Mitsos & Ken browne (1998) girls are better than boys at course work as they are more organizes, better with declines, have better presentations of work. sociologists say characteristics come from a young age. girls are encouraged to be neat tide, patient.
Internal factors that effect gender academic achievement
Teachers attitudes-
June and Peter French
Swann
June and Peter French analise teachers interaction with boys they revive more attention as they are naughtier. teachers pick on them more discipline them harder and have lower expectations for them.
Swann gender diffrevces in communication. boys dominate class discussions. girls prefer pair/ group work. Better at listening and cooperating. they take in turns, aren’t hostile, or interrupt like boys do. teachers respond to girls positively as they cooperate boys dont. self-fulfilling prophecy teachers promote girls self esteem rasing there educational standards.
gender and educational achievement external factors
Impact of feminism- feminist movement’s challenge traditional stereotypes of women roles from the 1960’s
change in women’s employment- 1970 equal pay act pay gap has halved between men and women since 1975. rise i the number of women employed.
Change in family-increase divorce, cohabitation, lone parent families
strategies put in place to raise boys standards
Policies for girls GIST
raising boys achievement program- 4 year project which focused on issues with different academic achievement of boys and girls at key stage 2 and key stage 4 in schools in England.
girls into science and technology efforts to raise awarness of gender and non-sexist careers giving girls materials in science to develop there intrest more.
sexist subject choices statistics
-Colley influence of peers and family on subject choices. if a subject is dominated by girls more girls are going to take it. less likely occurrence in single sex schools as they have positive female role models.
-2016- 10% 20% of computer science and physics students were female
-2015 males dominated engineering, technology, physics females took nursing, teaching, medicine
