education gender Flashcards
list the external factors of gender differences
- impact of feminism
- changes in the family
- changes in expectations & ambition
- changes in employment
5.boys & literacy
list internal factors of gender differences
1.equal opportunities pollices
2.GCSE & coursework
2. postive role models for girls & challenging stereotypes in cirruclum
3. teacher attention & expectations
4. selection & marketisation
5. laddish subcultures
EXTENRAL
1. impact of feminism
feminist movement - considered success improving women’s rights & opportunities thru changes in LAW e.g. deviorce.
in turn affected girls SELF-IMAGINE & AMBITIONS regards to families & careers
= explains improvements in educational achievement.
who found changes in media messages n images
- impact of feminism
McRobbie
found girls magazines contain images of independent assertive women
however this could’ve had undesirable impact on boys self-imagine
EXTERNAL
- changes in the family
since 1970s
changed ATTITUDES TOWARDS EDUCATION & EMPLOYMENT
increase in divorce, decreases marriage, increase lone-parent, trend towards smaller families = WOMEN NOW TAKE ON BREADWINNER ROLE.
this achieved INDEPENDENCE women need well paid jobs = better qualifications.
MORE WOMEN BREADWINNER = ROLE-MODEL FOR YOUNGER GIRLS
NO LONGER RELY ON MEN MONEY
when did changes occur in family
1970
- changes in ambitions & expectations
external
women now more ambitious in terms of education & careers
Sharpe & O’conner studies support.
LINK- changes in expectations - trend towards individualism in society.
FULLER STUDY - found girls see educational success as central aspect to their identity.
believed in meritocracy & aimed for professional careers where they could support themselves.
- changes in employment
external
POLICES - EQUAL PAY ACT 1970, SEX DISCRIMINATION ACT 1975
MITOS & BROWNE claim: expansion of employment opportunities for women esp in service sector & growth of flexible part-time work made females MORE AMBITIOUS & VALUE EDUCATION MORE.
SOME WOMEN BREAKING THRU GLASS CIELING HIGH PROFFESSIONAL JOBS.
M&B also:
point out decline in male jobs - especially SEMI-SKILLED MANUAL JOBS. due to GLOBALISION - CHINA.
= led to MALE IDENTITY CRISIS.
= young boys see little value in education now.
- masculinity and boys
external
parents often spend less time reading to their sons & when they do usually MUMS = FEMININE ACTIVITY.
boys leisure pursuits, football & computer games little help for development of language.
CONTRAST GIRLS- BEDROOM CULTURE talking to friends reading.
EVALUATION OF EXTERNAL FACTORS FOR GENDER DIFFERENCES
- REDUCTIONIST
internal may be to blame.
home background are too oversimplified. - assumes most males & females display these attitudes also linked to SOCAIL CLASS.
wc girls continue to have gender stereotype aspirations.
BIGGART
found WC girls face an uncertain p[ostion in labour market & see motherhood as only viable option.
hence little point in achieving in School.
IGNORE OTHER FACTORS THAN GENDER FOR IMPACT ON DIFFERENCE. - RADICAL FEMINIST
CRITICAL VIEW
PATRIARCHY STILL EXISTS IN WIDER SOCIETY
many girls still not achieving their potential
women struggle to crack glass ceiling
FTSE 100 COMPANIES
BRITIAN
7% CHIEF EXCUTIVES WOMEN
GENDER GAP IN ACHIEVEMENT OFFICAL STATS
DFE 2013:
BOYS 2X more likely statement of special educational needs than girls
GIRLS get nearly better in every GCSE (more likely to go uni)
VOCATIONAL COURSE:
more girls achieve distinction grades in every subject even when they’re the minority (construction & engineering)
internal
- equal opportunities policies
policies make teachers more aware of gender issues & need to avoid stereotyping.
equaL oppotunies r now apart of mainstream thinking & several policies initiatives have attempted to remove barriers to success.
what is GIST/WISE
increased female interest, motivation & performance in science and technology
what effect fid the national circculim in 1988 have
gave girls & boys opportunity to study the same subjects
what affect did the abolishment of the 11+ have??
girls had to perform better than boys to pass 11+ and get into grammar schools.
what did BOALER say abt educational policies improving girls achievement
impact of ed policies is a key reason fir changes. many of the barriers have been removed & schooling has become more meritocratic
- GCSE & COURSE WORK
INTERNAL
GOARD: gender gap increased sharply in 1988-1989.
this was the yr GCSE introduced, brining course work w it, major part nearly all subjects.
TF- gender gap seen as product of changed system rather than anymore general fuelling of boys.
what did MITSOS & BROWNE FIND IN COURSEWORK??
girls have more success in coursework bc they’re more conscientious & better organised than boys
e.g. girls spend more time on their work, take more Carew in presentation, better deadlines
=girls achievement improved
GCSE MORE ORAL EXAMS
benefited girls bc develop LANGUAGE SKILS
what did ELWOOD disagree w mitsos n Browne
unlikely the introduction of coursework is the ONLY cause of achievement gap bc coursework is much lower than WRITTEN EXAMS
= something else must be involved.
what did SEWELL SAY ABT GCSE & course work
argues education has become more feminised
fewer oppotunies for outdoor adventure, competiviness & leadership
TRAITS THAT APPEAL TO BOYS
HOW HAS ROLE MODELS IN SCHOOL CHAnged
increase in female teachers & head.
act as role models
give girls goals to aim for
explain LACK OF STRONG MALE ROLE MODELS
schools maybe impacted on boys underachievement
men make up of 16% primary School teachers
only 39% of 8-11 have no lessons at all w male teacher
YOUGOV SERVEY -boys polled male teacher = better behaved.
=PRIMARY SCHOOLS BECOME FEMINISED
EXPLAIN REMOVING GENDER STEREOTYPES IN LEARNING MATERIALS
research - 70s, 80s
reading schemes portrayed women mainly as housewives & mothers.
physics books- women frightened by sciences
REMOVAL LED TO MORE AMBITION & BELEIF IN GIRLS
what did mitsos and Browne find in teacher expectations
lower expectations of males & more tolerant of disruptive beh.
teachers do not push boys to full potential. = SFP
what did Francis find in teachers expectations
analysed classroom
fond boys revived more attention bc discipline
more harshly picked on
selection and marketisation
bc of competition led to girls being seen as more desirable bc they achieve better exam results
slee seklection and marketision
argues boys may be considered liability students or obsticals to improving league tables.
more likely to have behavioural difficulties
4x more likely to be excluded from school
- laddish subcultures
EPSTEIN
masculinity plays part in male subcultures
pro-school = not cool, gay, unmatcho
laddish subcultures
Francis
boys were more concerned than girls as being labelled as swots or pro school bc labels is more a threat to boys masculinity than girls feminity
laddish SC becoming more widespread
EVALUATION OF INTERNAL GENDER DIFFERENCES
1.DETERMINISTIC
assume labelling = SFP
no choice
some ppl use it as motivator - Sewell
= PESSIMISTIC
DONT ACCOUNT FOR INDIVUAL FREE WILL
2.REDUCTIONIST
cause of under act
result of teacher labelling
other factors - primary socialisation
may have role
= internal oversimplified
3.RADICAL FEMINSITS
ED SYSTEM REMAIN PATRIARCHAL
subject & career choice still limited
sexual harrassemtn still issue
women under represented in cirruclium - history
4.POSTMODERNIST
similarities & differences between boy & girls achievement id greater than differences
more worthwhile to look at differences between students of the fender but differences in social class n ethnicity.
topics of gender n subject choice
- primary and early socialisation
2.boys n literacy - gendered subject images in school
- peer pressure
- career aspiration
- single sex schooling
topics of pupils sexual and gender identities
- gender identities in school
2.school experience - identity class and girls achievement
4.successsful working class girls
subtopics of school experiences
1.verbal abuse
2. the male gaze
3. double standards
4. teachers n discipline
5. female peer groups - policing identities
subtopics in identity class and girls achievement
1.symbolic capital
2.hyper-hetrosecual feminine identity
3.boyfriends
4. being loud
subtopics of primary/secondary socialisation
- clothing - Norman
2.toys played with - Kelly - children’s books
- gender domains - Browne and ross
P/S socialisation
what did Kelly say abt clothing
boys & girls dressed differently
leads them to take part in different activities
boys - more practical for physical activities.
what did Kelly say abt toys played with
boys = construction toys
serves them to generate early interest in scientific based subjects
children’s books
past gender stereotypes found - ladybird books reinforced trad gender roles
today:
boys - read hobby books
girls - stories
= boys science - girls language subjects
gender domains - Browne n Ross
distinguish male n female activities thru early socialisation.
DAD MENDING CAR
MUM LOOKING AFTER SICK SIBLING
= children female more ocnfident doing tasks in gender domain.
what did Murphy find in gender domains
girls focus on how ppl feel.
boys focus on how things r made n work
= different subject choices
