Education: Gender

Question 1

External factors that explain why girls have outperformed in education

Answer 1

-The impact of feminism
-Changes in the family
-Changes in the job market and women’s employment
-Girls changing attitudes and ambitions
-Girls mature earlier
-Differences in socialisation and behaviour

Question 2

Internal factors that explain why girls have outperformed in education

Answer 2

-Equal opportunities policies
-Positive role models in schools
-Teacher attention and classroom interaction
-GCSE and Coursework
-Challenging stereotypes in the curriculum
-Selection and League Tables

Question 3

The impact of feminism

Answer 3

-Since the 1960, they have challenged traditional roles of women as mothers and housewives, broadening women’s ambitions and self perceptions. This was done through advocating for equal rights in all institutions.

Question 4

What did Angela McRobbie find in her study on girls magazines

Answer 4

-In the 1970s, magazines emphasised marriage and avoiding being ‘left on the shelf’

-1990s: Magazines feature more images of assertive and independent women.

This reflects the broader impact of feminism.

Question 5

How has the increase in lone parent families lead to the outperformance of girls

Answer 5

-The rise in female headed lone parent families present a new role model for girls: the financially independent woman who takes on the role of the breadwinner

Question 6

How has an increase in divorce rates led to girls outperformance

Answer 6

-Encourage girls to seek financial independence through qualifications rather than relying on a husband as a provider.

Question 7

Examples of changes in the job market that have led to girls outperformance

Answer 7

-1970 Equal Pay Act
-1975 Sex Discrimination Act

-Since 1975, the gender pay gap has halved from 30% to around 15%
-Women in employment: 1971= 53%, 2013= 67%

Question 8

What did Sue Sharpe find in her study on girls ambitions

Answer 8

-1970s: Girls prioritised love, marriage and children before a career and viewed educational success as ‘unfeminine’

-By the 1990s: Girls were more career orientated, valued independence and saw education as a path to self sufficiency

Question 9

What’s did O’Connor (2006) find in his study on girls aspirations

Answer 9

-14-17 year olds did not consider marriage and children a significant part of their future plans

Question 10

What did Beck (2001) find in their study on girls ambitions

Answer 10

-Identified a trend toward individualism in modern society, where independence is highly valued. A career promises recognition and economic self sufficiency, which girls now see as achievable through education

Question 11

What did Fuller (2011) find in her study on girl’s ambitions

Answer 11

-Educational success has become central to many girls identities. Girls in her study saw themselves to be responsible for shaping their futures, believing in meritocracy and aiming for careers that enable them to be independent

Question 12

What did Diane Reay (1998) say about social class differences in girls aspirations

Answer 12

-Some working class girls continue to aspire to traditional gender roles and see marriage and children as achievable goals.
-Reay attributes this to limited job opportunities for these girls, leading them to focus on traditional family roles as a source of status

Question 13

What did Biggart (2002) say about social class differences in girls aspirations

Answer 13

-WC girls facing uncertain futures in the labour market often see motherhood as their only viable option. This leads them to place less emphasis on educational achievement.

Question 14

How does girls’ earlier maturity explain their outperformance

Answer 14

-This maturity gives them a more responsible attitude toward exams and career planning, contributing to their academic achievement and understanding of long term goals.

Question 15

How does differences in socialisation and behaviour explain why girls have outperformed

Answer 15

-Socialisation has historically emphasised feminine roles like caregiving, however parents are increasingly encouraging girls to pursue higher aspirations.

Question 16

What does Hannan (2000) say about differences in socialisation between gender and how it affects attainment

Answer 16

-Girls tend to socialise through talking, developing language skills essential for educational success earlier than boys, who tend to bond through action based activities.

Question 17

What did Burns and Bracey (2001) say about differences in behaviour between genders

Answer 17

-Girls put more effort into homework and are more likely to revise and redraft assignments, demonstrating a commitment to higher academic standards.

Question 18

GIST and WISE

Answer 18

-GIST (Girls into science and technology)
-WISE (Women into science and engineering)

Through initiatives like school visits from female scientists and non-sexist career guidance, these policies have actively encourage girls to pursue non traditional career paths and aimed to broaden girls aspirations. (able to see role models)

Question 19

What was the impact on girls attainment of the introduction of the National Curriculum 1988

Answer 19

-Required boys and girls to study mostly the same subjects, removing a significant source of gender inequality and giving girls equal access to academic pathways.

Question 20

What did Boaler (1998) say about the impact of equal opportunities policies

Answer 20

-They have removed many barriers, leading schools to become more meritocratic , enabling girls, who generally work harder than boys to excel.

Question 21

How have positive role models in schools affected girls attainment

Answer 21

-The rise in female teachers and headteachers provides strong role models for girls, showing them that women can attain influential positions. This reinforces the value of education for future career opportunities, but also encourages girls to set ambitious, non traditional goals for themselves

-Female teachers, who have succeeded through academic achievement can demonstrate to girls that academic and professional success is attainable, inspiring them to invest in their own education