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Sociology > Education - Educational Achievement - 3.2 (Gender Differences) > Flashcards

Education - Educational Achievement - 3.2 (Gender Differences) Flashcards

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1
Q

Explain Gender Patterns in Achievement between KS1-3

A

Girls constantly do better than boys, especially in English, but in Science and Maths the gap is lower.

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2
Q

Explain Gender Patterns in Achievement at GCSE

A

Girls are 10% ahead

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3
Q

Explain Gender Patterns in Achievement at AS/A Level

A

> Girls more likely to get top grades.

> Girls even do better in traditional boys subjects e.g. Physics and Maths

> More girls than boys go on to university.

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4
Q

Explain Gender Patterns in Achievement at Vocational Courses

A

More Girls achieve distinctions, incl. in engineering and construction, where there’s small girl population

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5
Q

External Factors on Gender Differences in Achievement

A

> Impact of Feminism
Changes in the Family
Changes in Women’s Employment
Changing Ambitions

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6
Q

External Factors Female Achievement Theorists

A

> McRobbie (Impact of Feminism)

> Mitsos and Browne (Changes in Women’s Employment)

> Sharpe (Interviews 70’s and 90’s) - Girls Changing Ambitions

> O’Connor (Teen Girls on Marriage and Kids) - Girls Changing Ambitions

> Francis (Girls Aspirations) - Girls Changing Ambitions

> Beck and Beck-Gernsheim (Individualisation) - Girls Changing Ambitions

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7
Q

What’s the impact of Feminism on Girls Education?

A
  • Improved rights of women e.g. equal pay, outline rape in marriage etc, raising expectations, self-image & motivation of women.
  • No longer strictly bound to domestic role.
  • So more motivated to do well in Education.
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8
Q

Explain McRobbie’s Study of Girls Magazines outlining the Impact of Feminism on Girls Education

A
  • Study of girls’ magazines in 1970s emphasised importance of marriage and not being “left on the shelf”
  • But today there are many images of independent women.
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9
Q

Outline 3 Changes in the Family that have had an impact on Girls Education?

A

> Primary Socialisation
Increased Divorce Rates
More Dual Earner Families and Lone Parent Families headed by women

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10
Q

Explain the impact of Primary Socialisation of Girls in the Family and its impact on their education?

A
  • Traditional ‘Female’ socialisation e.g. bedroom culture more suited to education than ‘Male’ socialisation.
  • Through bedroom culture girls pick up quiet, submissive attitudes favoured in school e.g. ideal pupil.
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11
Q

Explain the impact of Increased Divorce Rates and its impact on their education?

A
  • Show girls it’s unwise to rely on men for financial support, motivates them to well at school, so they can get good jobs and fund themselves.
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12
Q

Explain the impact of More Dual Earner Families and Lone Parent Families and its impact on their education?

A
  • Give girls image of strong independent role model and Dual Earner Families raises girls aspirations.
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13
Q

How do Feminists criticise the idea of Changes in the Family have an impact on Girls Achievement?

A
  • Many still hold to traditional gender roles, where do triple shift.
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14
Q

Outline how Changes in Employment have had an impact on Girl’s Achievement?

A
  • Women’s employment risen since 1950, due to the expansion of service sector, since 1975 pay gap has been halved.
  • So encourages girls to see future in paid work incentivising them to get qualifications.
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15
Q

Explain Mitsos & Browne’s view on how Change in Employment has had an Impact on Girls Education?

A
  • Growing Service Sector/ Economy created more ‘feminised’ career opportunities for women
  • e.g. in Health Care, Hospitality, Teaching, Clerical, Childcare professions etc.
  • So see their future as more than housewives having greater career aspirations and independence.
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16
Q

How does the Idea of the Glass Ceiling undermine Impact of Changes on Employment on Girls’ Education

A

Invisible barrier keeps them out of professional/managerial jobs.

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17
Q

Explain how Sue Sharpe’s Interviews between 70’s and 90’s show major shift in the way girls see their future in relation to Girls Changing Ambitions?

A
  • 70s: Educational success was unfeminine being ambitious was unattractive.
  • 90s: Girls’ ambitions changed, saw future as independent woman with careers rather than dependent husbands.
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18
Q

Explain how O’Connor’s findings outline a Change in Girl’s Ambitions?

A

Study of 14-17yr girls found marriage and children weren’t a big part of their life plans.

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19
Q

Explain how Francis’s findings outline a Change in Girl’s Ambitions?

A

Girls had high career aspirations, so need qualifications.

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20
Q

Explain how Beck and Beck-Gernsheim’s Idea of Individualisation outline a Change in Girl’s Ambitions?

A
  • Trend towards individualisation.
  • Independence pivotal in modern society to get recognition and status.
  • In order to be independent, girls see need for good education.
  • A career is part of their life projects.
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21
Q

A03 Criticisms of Ext Factors Girl Theorists

A

> Feminists (Changes in the Family)
Fuller & Reay (Girls Changing Ambitions)
Biggart (Girls Changing Ambitions)

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22
Q

Explain how Fuller and Reay criticise the Idea of Change in Girls Ambitions?

A
  • WC girls with poor jobs prospects have stereotypical desires for marriage and children wanting to stay local & leaving school
  • Going in traditional women’s jobs e.g childcare etc.
  • As it’s attainable and offers a desirable status.
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23
Q

Explain how Biggart criticises the Idea of Change in Girls Ambitions?

A
  • WC girls face insecure position in labour market and see motherhood as only option in their future, so see less point doing well at school.
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24
Q

Internal Factors explaining Gender Achievement in School

A 
> Equal Opportunities Policies
> Role Models
> GCSE and Coursework
> Teacher Attention
> Challenging Stereotypes
> Selection & League Tables
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25
Q

Explain Impact of Feminist Ideas on Equal Opportunities Policies in relation to Internal Factors explaining Gender Achievement in Education?

A
  • Feminist ideas now widespread in Education
  • Equal Opportunities Policies promote gender equality, as policymakers believe boys and girls should have the same opportunities.
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26
Q

Outline the 2 schemes introduced and their impact in relation to equal opportunities policies explaining Gender Achievement in School?

A
  • Gov policies have done this by introducing programs e.g. GIST (Girls into Science and Technology) & WISE (Women in Science and Engineering)
  • Female Scientists have visited schools, acting as role models, encouraging Girls into Sci and Tech.
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27
Q

Outline the significance of National Curriculum being introduced in relation to equal opportunities policies explaining Girls’ achievement in School?

A

National Curriculum levelled playing field as girls and boys have to study same subjects.

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28
Q

Internal Factor Theorists for Girls Achievement

A

> Boaler (EOP’s)

> Gorard (Impact of Coursework)

> Mitsos and Browne (Coursework)

> Spender (Teacher Attention)

> French & French (Teacher Attention)

> Swann (Teacher Attention Impact on Girls)

> Francis (Teacher Attention Impact on Boys)

> Weiner (Removal of Gender Stereotypes)

> Jackson & Slee (Intro of League Table and Impact on girls and boys

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29
Q

Explain Boaler’s view on Impact of equal opportunities policies explaining Girls’ achievement in School?

A
  • Equal opportunities policies key reason for changes in Girls achievement
  • Barriers removed, so schools meritocratic, girls who work harder than boys do better.
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30
Q

Explain the influence of Positive Role Models in relation to Internal Factors explaining Girls’ achievement in School?

A
  • Increase in number of Female Teachers and Heads, acts as role models for girls
  • Motivating them to see they’re able to get positions of importance & power.
  • So Girls work harder to achieve educationally.
  • Presence of female teachers feminises learning environment, seeing school as part of female gender domain, so see it as desirable female characteristic.
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31
Q

Explain Gorard’s View on GCSEs and Coursework in relation to Internal Factors explaining Girls’ achievement in School?

A
  • Achievement gap was constant from 1979 - 1989 but when coursework was introduced gap widened, as it was major part of most subjects.
  • So Boys underachievement because of introduction of
    coursework, not general failing of boys.
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32
Q

Explain Mitsos and Browne (M&B) View on GCSEs and Coursework in relation to Internal Factors explaining Girls’ achievement in School?

A
  • Girls more successful in coursework as they’re better organised, spend more time on work, meet deadlines and concerned with presentation than boys putting them at advantage.
  • Girls mature earlier and concentrate for longer.
  • Also, GCSE has more oral exams - better for girls as they’ve got better language skills, due to bedroom culture
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33
Q

Explain Spender’s View on Teachers Attention in relation to Internal Factors explaining Girls’ achievement in School?

A

Teachers spend more time interacting with boys than girls. (Negative)

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34
Q

Explain Jane and Peter View on Teachers Attention relation to Internal Factors explaining Girls’ achievement in School?

A
  • Boys do get more attention but it’s negative attention, as they attracted more cautions.
  • Boys tend to dominate in whole-class discussions, but girls are more democratic.
  • So teachers like girls more
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35
Q

Explain Swann on Teachers Attention relation to Internal Factors explaining Girls’ achievement in School?

A
  • Boys dominate discussions, but girls prefer group work and better listening and cooperating, taking turns unlike boys.
  • Girls favoured by teachers, leading to self-fulfilling, promoting girls self esteem and achievement.
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36
Q

Explain Francis’s View on Teachers Attention relation to Internal Factors explaining Girls’ achievement in School?

A

Boys got more attention, but disciplined harsher feeling picked on by teachers who had low expectations of them.

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37
Q

In relation to Stereotypes within the Curriculum how were Girls portrayed in 70’s and 80’s and what was the effect?

A

> In ’70-’80s girls were portrayed as housewives & scared of science reinforced by textbooks putting girls off science and maths.

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38
Q

Explain Weiner’s Findings on the Impact of the Challenge of Stereotypes since the 80’s in the Curriculum?

A

> Removal of gender stereotypes in learning materials, removed a barrier girls achievement.

> From 80’s big change w/ teachers and textbooks challenging stereotypes.

> Removing sexist images, presenting girls with more positive images of what they can do, thus raising their aspirations.

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39
Q

Explain Jackson and Slee’s findings on Selection and League Tables in relation to Internal Factors explaining Girls’ achievement in School?

A
  • Intro of league tables benefits girls as they achieve higher so more attractive to schools.
  • Boys achieve low and worse behaved, four times more likely to be excluded, seen as liability students.
  • Who’ll give school a rough image, deterring high achieving girls applying.
  • So girls get places in popular school, creates self-fulfilling prophecy girls recruited better schools so will do better.
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40
Q

A03 Evaluation of Girls Internal Factor Theorists

A

> Elwood (Mitsos & Browne and Gorard)
Liberal Feminists
Radical Feminists

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41
Q

Criticisms of Coursework Disadvantaging Boys (Elwood)

A

Coursework does have influence but it’s not only factor as final exams have more influence than Coursework on final grades.

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42
Q

Explain the Liberal Feminist view on Girls achievement

A
  • Celebrate progress in improving achievement
  • Feel further progress will be made to develop equal opportunities policies, encouraging positive role models, overcoming sexist attitudes/stereotypes.
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43
Q

Explain the Radical Feminist view on Girls achievement?

A
  • Critical view, see girls achieving more, but system is still patriarchal due to sexual harassment of girls.
  • Limits on girls’ subject choice, male teachers more likely to become heads of schools.
  • Underrepresentation in many areas of curriculum
  • Weiner sees history as a ‘woman-free zone’
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44
Q

Why is it wrong to assume all Girls are successful?

A

> Social Class differences also play a factor.

> Those on FSM had significantly lower achievement than those not on FSM

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45
Q

Girls Identity and Class Theorists

A 
> Archer (Symbolic capital, hyper-hetrosexual female identities, Boyfriends, Being Loud, Working class  Girls Dilemma)
> Evans and Skeggs (Successful WC Girls)
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46
Q

Outline Archer findings in his study of WC Girls in relation to symbolic capital?

A

> Found WC girls got symbolic capital from their peers, by adopting hyper-heterosexual feminine identities, having boyfriends, and being loud.

> Putting them in conflict with school stopping them getting educational & economical capital, repeating the cycle.

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47
Q

Outline Archer findings in his study of WC Girls in relation to heterosexual female identities?

A

> WC girls put lots of time, effort, money creating desirable identities with/ unisex sportswear,’ sexy’ clothes, make-up, hairstyles.

> Getting symbolic capital from peers

> Avoid being labelled a ‘tramp’ for wearing wrong brands.

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48
Q

What did Archer find was School’s Response to WC Girls adopting hyper-heterosexual female identities?

A

> Brought conflict with school who saw girls’ appearances as distraction from school

> Labelled them as incapable of academic success.

> Thus school commits symbolic violence, as it goes against school’s ideal female pupil e.g. desexualised and MC.

49
Q

Outline Archer findings in his study of WC Girls in relation to Boyfriends?

A

> Boyfriends brought symbolic capital but distracted them from education.

> Lowering Girls aspirations e.g. lost interest in uni and getting professional career.

> Aspired to settle down’, have children and work locally in WC jobs e.g. Childcare.

50
Q

Outline Archer findings in his study of WC Girls in relation to Being Loud?

A

> Gain symbolic capital, by having loud identities, outspoken, assertive, independent challenging teachers authority

> Teacher view this as aggressive, leading to girls being removed from class, leading to poor results.

51
Q

What were Archers findings on WC Girls Dilemma?

What 2 Options did they have?

A

WC girls faced dilemma of either:
A: Gaining symbolic capital from peers, by performing hyper-heterosexual female identities

B: Gaining SC from school, rejecting hyper-heterosexual female identities, conforming to schools ideal Female pupil

52
Q

Why did Archer believe the 2 Options in relation to the WC Girls dilemma conflicted with each other?

A

Girls may see themselves as “good underneath” reflecting struggle to achieve self worth in system devaluing WC female identities.

53
Q

What did Evans and Skeggs find in relation to their Study of Successful WC Girls?

A

> Found even successful WC girls faced hidden barriers.

> Felt their identity wouldn’t fit in with habitus of elite uni’s

> They had strong attachment to WC locality and Family

> Wanting to remain at home to study, an economic necessity.

54
Q

External Reasons Why Boys May Be Behind In Education

A

> Literacy Skills
Decline of Traditional Male Jobs
Over-Estimation of Ability

55
Q

Internal Reasons Why Boys May be Behind in Education

A

> Feminisation of Education
Shortage of Male Teachers
Laddish Subcultures

56
Q

External Boys Factors Theorists

A

> Department for Children, Schools and Families - DCSF (Literacy Skills)
Mitsos & Browne (Decline of Traditional Men’s Jobs)
Barber (Over-Estimation of Ability)

57
Q

What were DCSF findings on Boys Poor Literacy and Language Skills in relation to External Factors?

A

> Parents spend less time reading to boys

> Mainly mums mothers who read to kids, so seen as feminine activity

> Boys interests e.g. football and video games, doesn’t help their language skills.

> Girls have Bedroom Culture, increasing their vocab.

> As literacy is important in all subjects, it severely impacts boys achievement.

58
Q

Mitsos and Browne’s findings in relation to Globalisation - Decline of Traditional Men’s Jobs in relation to External Factors?

A

> Decline in heavy industries e.g. iron & steel, engineering etc, relocated to other countries.

  • Decline in male employment opportunities, led to ‘identity crisis’
  • Boys believe they won’t get ‘proper job’ means low self-esteem and motivation to do well.
59
Q

Criticisms of Mitsos & Browne

A
  • Decline largely in manual WC jobs needing few qualifications.
  • Unlikely their disappearance will impact boys motivation to get qualifications.
60
Q

What are Sewell’s findings on the Feminisation of Education in relation to Internal Factors?

A

> Boys underachieve as schools become feminised.

> Skls don’t nurture masculine traits e.g. competitiveness and leadership

> Skls celebrate qualities e.g. attentiveness & methodical working, associated with girls.

> Coursework should be replaced with exams, with outdoor activity in the curriculum.

> As Boys become ‘bored’ with school

61
Q

Explain the Shortage of Male Primary School Teachers in relation to Internal Factors

A

> Loads of boys brought up in Female Headed lone parent family.

> Teaching seen as feminine, schools lack male role models.

> Only 14% of Primary Teachers are men.

> Too many women who can’t control boys

> So boys see learning as ‘girlie’ boys and not worth their time.

> Men better able to impose strict disciplinarian discourse boys need to concentrate.

62
Q

A03 Criticisms of Boys Internal Factors Theorists

A

> Francis (Gender don’t matter)

> Read (Liberal Discourse vs Disciplinarian Discourse)

63
Q

What were Francis’s findings on the idea of Shortage of Male Teachers?

A

Many 7-8 yr olds thought gender of teachers doesn’t matter.

64
Q

What were B.Read findings on 2 type of language Teachers use to express criticism of disapproval of pupils work and behaviour

A
  • Disciplinarian Discourse (DD) (Masculinity)

- Liberal Discourse (DD) (Femininity)

65
Q

Define Disciplinarian Discourse (DD) (Masculinity)

A

Authority made explicit e.g. through shouting, an exasperated tone of voice or sarcasm

66
Q

Define Liberal Discourse (DD) (Femininity)

A

Authorities invisible, speaks to child as if they were adult expecting them to be kind and respectful of them.

67
Q

How does Read criticises the idea that Female Teachers can’t control children, so more Male Teachers are needed?

A
  • But Read found female teachers use DD, disproves idea women can’t control children.

> But is it as effective as when men use it?

68
Q

Explain Laddish Subcultures in relation to Internal Factors

A
  • Pressure on boys to demonstrate their masculinity, by being Anti-School Subcultures, to gain Symbolic Capital by peers
  • Leading to exclusion and underachievement.
  • Doing well at school or asking for help leads to bullying and belief they’re weak.
69
Q

Explain Epstein’s view on how masculinity is constructed in school, in relation to Laddish Subcultures?

A

Pro-school Subcultures - WC boys likely to be harassed, labelled as ‘’sissies’’ and called gay.

70
Q

Explain Francis’s findings on Boys being concerned with Labelling in relation to Laddish Subcultures?

A
  • Boys more worried than girls about labelling as it threatens their masculinity more than it does to girls femininity.
  • WC culture sees school work as inferior and not manly, so avoid doing well so they’re not called gay.
71
Q

Explain Barber Idea of Overestimation in relation to External Factors

A
  • Boys feel they’re more capable, then they actually are.
  • Runs through to GCSE’s when they fail to do as good as they thought, blaming everyone else but themselves.
  • Overconfidence results for patriarchal society, where men assumes they’ll always succeed over girls.
  • Leading to complacency and failure.
72
Q

Outline 4 Policies Gov introduced to Raise Boys Achievement

A

> Recruitment of Male Teachers
Dads & Sons Campaign
Raising Boys Achievement
Playing for Success

73
Q

Explain Recruitment of Male Teachers in relation to Policies Gov introduced to Raise Boys Achievement

A
  • Recruitment events across Universities in the UK, targeted at male students in STEM subjects.
74
Q

Explain the Dads & Sons Campaign in relation to Policies Gov introduced to Raise Boys Achievement

A
  • Encouraging Fathers to be more involved in sons education.
75
Q

Explain RBA in relation to Policies Gov introduced to Raise Boys Achievement

A
  • Use range of strategies, incl. Single Sex Teaching.
76
Q

Explain Playing 4 Success in relation to Policies Gov introduced to Raise Boys Achievement

A
  • Uses football to boost learning skills and motivation of boys.
77
Q

Why do Critics of Feminism say policies to promote Girls education not needed anymore?

A

Girls have it all, taking men’s jobs and succeeding at our expense.

78
Q

A03 Criticisms on Panic about Boys Failure

A

> Ringrose (Moral Panic about Boys)
Osler (Moral Panic about Boys and Neglect of Girls)
McVeigh (Gender not as big as Class or Ethnicity?)

79
Q

Explain Ringrose view on Moral Panic about Boys

A

> Moral panic about failing boys, led to neglect of problems e.g. sexual harrasment and bullying, self esteem and stereotypes.

> Focusing just on falling boys ignores BAME.

> Reflects fear underachieving WC boys will become dangerous, unemployable underclass threatening social stability

80
Q

Explain Osler’s view on Moral Panic about Boys and Neglect of Girls

A

> Girls disengage from school quietly
Boys disengagement takes form of public displays of laddish masculinity, recognised by policymakers & teachers
Thus ignoring girls.

81
Q

Explain McVeigh’s Stats on how Gender not as big as Class or Ethnicity?

A
  • Girls/Boys of same social class tend to achieve similar results.
  • Girls from UC 44% ahead of girls from WC.
82
Q

What is the significance of National Curriculum Options in relation to Gendered Subject Choices?

A
  • Most subjects are compulsory
  • When there’s choice in National curriculum, girls and boys’ choices differ
  • In DT Girls choose food tech and boys chose graphics and resistant materials.
83
Q

What is the trend in Gendered Subject Choice at AS/A Level?

A
  • Gender preferences noticeable 16+
  • Boys chose Maths & Physics
  • Girls chose Sociology & English
  • Parallel to Uni choices
84
Q

Impact of Gender Role Socialisation on Subject Choice Theorists

A

> Institute of Physics (Statistics on number of Girls in Physics)

> Norman (Gender Role Socialisation at Home)

> Bryne (Gender Role Socialisation at School)

> Murphy & Elwood (Impact of Gender Role Socialisation on Reading Tastes)

> Browne & Ross (Gender Domains)

> Murphy (Gender Differences in Focus on Details)

85
Q

What did Institute of Physics find on Number of A- Level Physics students who are Girls?

A
  • Number of Girls in A- Level Physics, around 20% for last 20 yrs.
  • Questions effectiveness GIST and WISE.
86
Q

What is the trend in Gendered Subject Choices at Vocational Courses?

A
  • Gendered Segregation at its greatest

- Boys did Construction, Girls did Childcare

87
Q

4 Explanations of Gender Differences in Subject Choice

A

> Gender Role Socialisation
Gendered Career Opportunities
Gendered Subject Images
Peer Pressure

88
Q

Explain the Significance of Norman’s findings on Gender Role Socialisation, in relation to Gender Differences in Subject Choice

A

From early age, boys/girls dressed differently, given different toys, take part in different activities.

89
Q

Explain the Significance of Bryne’s findings on Gender Role Socialisation, in relation to Gender Differences in Subject Choice

A

Teachers encouraging boys to be tough, not to behave like sissies, Girls told to be quiet & helpful

90
Q

Explain the Significance of Murphy and Elwood’s findings on Gender Role Socialisation, in relation to Gender Differences in Subject Choice

A
  • Diff socialisation leads to different tastes in reading.

- Boys read hobby books/info books, so prefer sciences, girls read books about people, so prefer English.

91
Q

Explain the Significance of Browne and Ross findings on Gender Domains, in relation to Gender Differences in Subject Choice

A
  • Gender domains, refers to tasks/activities Boys/Girls see as Male/Female territory
  • Kids create gender domains based on what they see as male and female roles based on experiences and expectations of adults.
  • E.g. Mending car, seen as Male gender domain, looking after sick child in Women’s gender domain
  • Kids more confident doing tasks in their own gender domain.
92
Q

How does Murphy support Browne and Ross’s findings on Gender Domains in relation to Gender Differences in Subject Choice?

A
  • Boys and girls focus on different details when doing the same task.
  • Girls focus on how people feel, boys focus on how things work.
  • Explain why Girls choose Arts and Boys pick Science.
93
Q

Criticisms of Gender Role Socialisation

A

Move towards gender-neutral socialisation teachers trained to be more gender-neutral.

94
Q

Explain the Significance of Kelly’s findings on Gender Subject Images for Science in relation to Gender Differences in Subject Choice

A
  • Gender image of subject affect who’ll want to choose it
  • Science seen as boys subject as there more male teachers.
  • Textbooks use examples focusing on boys interests.
  • In lesson boys monopolise equipment as if it’s theirs.
95
Q

Explain the Significance of Colley’s findings on Gender Subject Images for Computing, in relation to Gender Differences in Subject Choice

A
  • Computer Sci seen as masculine as teaching styles more formal and abstract and involves working with machines part of Male gender domain.
  • Putting girls off.
96
Q

Outline the Significance of Leonards findings on Single-Sex Schooling in relation to Gender Differences in Subject Choice?

A
  • Gender Subject Image has less impact in single-sex schools (SSS)
  • Girls in SSS more likely to pick Sci & Maths than in mixed schools.
  • Boys more likely to pick English & Languages showing impact of pressure to conform to gender norms in mixed schools.
  • Girls in SSS more likely to study male-dominated subjects at uni
97
Q

How does the Institute of Physics support Leonard’s findings on the impact of same-sex schooling on subject choice?

A

Girls in same sex schools twice as likely to do A-Level Physics than in mixed schools,

98
Q

How does Gender Identity and Peer Pressure influence Subject Choice?

A
  • Peer pressure means boys and girls are forced to conform to Traditional Stereotypes
  • Girls pressured by boys not to pick manly subjects.
  • Boys opt of dance due to negative peer response.
99
Q

What are Pachter’s findings on how Gender Identity and Peer Pressure affects Subject Choice?

A
  • Sport see in Male gender domain, so girls opt out as being sporty goes against gender norms.
100
Q

What are Dewar’s findings on how Peer Pressure affects Subject Choice?

A

Boys would call girls lesbian or butch if they had interest in sport.

101
Q

Explain the Idea of Gendered Career Opportunities

A
  • Jobs seem either male or female, tending to be dominated 1 gender e.g childcare
  • Explains why Vocational Courses are gendered.
102
Q

What were Fuller’s findings on Girls and effect of Work Experience on Subject Choice

A
  • WC girls wanted to do e.g. childcare, hair & beauty etc.
  • Part of their WC Habitus and seen as a realistic option.
  • Ambitions come from gendered work experience placements e.g. childcare, retail & nursing, norm for WC girls.
103
Q

Pupils Sexual and Gender Identities Theorists

A

> Connell (Hegemonic Masculinity)

> Lees (Double Standards of Sexual Morality)

> Feminists (Double Standards)

> Parker (Verbal Abuse)

> Pachter (Verbal Abuse)

> Mac and Ghail (Male Gaze)

> Epstein and Willis (Male Peer Groups and Verbal Abuse)

> Mac and Ghail (Male Peer Groups and Verbal Abuse)

> Archer (Female Peer Groups Policing Identity)

> Ringrose (Popularity and Identities)

> Currie (Girls Dilemma in Competing for Boys)

> Reay (Boffin Identities)

> Francis (MC Girls Response)

> Haywood & Mac n Ghail (Teachers and Discipline)

> Askew & Ross (Male Teachers Protective Attitudes > Female Teachers)

104
Q

What was Connell findings on Hegemonic Masculinity?

A

School reproduces hegemonic masculinity, dominance of heterosexual masculinity and alienation of female/gay identities.

105
Q

What were Lees findings on Double Standards of Sexual Morality?

A

> When we apply 1 set of moral standards to 1 group, but a diff set to another

> Boys boast about sexual exploits and given status by male peers

> But call girls ‘’sluts’’ if they appear sexually available and ‘’drags’’ if they’re not, ignored by male teachers.

106
Q

Feminists View on Double Standards

A

Acts form of social control, reinforcing patriarchy, where females are subordinate to males.

107
Q

What are Parkers findings that support Verbal Abuse?

A

Boys called labelled gay for being nice to females in school

108
Q

What is Pacehters view on Name-Calling in relation to Verbal Abuse?

A
  • Name-calling maintains male power

- Pupils police each other sexual identies through labels e.g. gay and lezzie.

109
Q

Explain Mac and Ghail’s findings on the Male Gaze

A
  • Form of Social Control
  • Male Pupils/Teachers see girls as sexual objects making judgements about their looks, boys who don’t take part are called gay.
110
Q

What were Epstein and Willis’s findings on Male Peer Groups and Verbal Abuse?

A
  • Boys in anti-school subcultures abuse boys who want to achieve as ‘’gay’’
111
Q

What were Mac and Ghail’s findings on Male Peer Groups and Verbal Abuse?

A
  • WC boys anti-school subcultures, use verbal abuse to reinforce definitions of masculinity.
  • Calling WC boys who worked hard ‘’dickhead achievers’’
112
Q

What were Archer findings on what WC girls did as a result of Female Peer Groups policing identity?

A

> WC girls gain symbolic capital, from constructing Urban Sexy, Nike Identities if they didn’t they’d be called a ‘’Tramp’’

113
Q

Explain Ringrose’s Findings on Popularity and Identities?

A
  • Being popular was crucial WC Girls identity
  • Girls transitioned from friendship culture to dating culture.
  • There was tension between:
  • Idealised Feminine Identity: e.g. being non-competitive and getting along with everybody in friendship culture
  • Sexualised identity: Competing for boys in dating culture
114
Q

What were Currie’s et al’s findings on WC girls relationships with Boys?

A
  • Boyfriends bring symbolic capital but also risky
  • As Girls too competitive, may be subject to slut-shaming
  • Girls who don’t compete may face frigid shaming
  • Form of Social Control, where girls police each other’s identity.
115
Q

What were Reay’s findings on Boffin Identities?

A
  • Girls wanting to succeed conform to schools ideal female pupil identity
  • Having asexual identity, no interest in boys or fashion.
  • So seen as a boffin and excluded by pupils.
116
Q

What were Francis findings on MC Girls response to being called Boffins?

A

MC girls, respond by defining WC girls as chavs

117
Q

What were Haywood and Mac and Ghail’s findings on how Male Teachers sometimes told off boys?

A
  • Male teachers told boys off for behaving like girls, teasing them when got lower marks than girls
  • Ignoring boys verbal abuse of girls, blamed girls for attracting it.
118
Q

What are Askew and Ross’s findings on Male Teachers Protective Attitudes > Female Teachers)

A
  • Male teachers behaviour subtly reinforce messages women can’t cope alone.
  • Having protective attitude on female teachers rescuing them when students are disruptive.

Sociology (27 decks)

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