Education- Gender and Differential Achievement Flashcards

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1
Q

Who generally get better results in primary school National Curriculum tests?

A

Girls

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2
Q

Who generally get better results in most GCSE subjects?

A

Girls

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3
Q

Who are generally more likely to pass their A-levels?

A

Girls

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4
Q

Who are generally more likely to go on to university?

A

Women

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5
Q

What do Mitsos and Browne say?

A

Teaching has become feminised

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6
Q

What does education becoming feminised mean?

A

Women are more likely to be class teachers (especially in primary schools) which gives girls positive role models

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7
Q

How have textbooks and teaching resources changed?

A

They are less likely to stereotype girls into passive roles

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8
Q

How did the National Curriculum help the feminisation of education?

A

It forced girls to do traditionally ‘male’ subjects such as science

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9
Q

What do Swann and Graddol think?

A

High female achievement is a result of the quality of interaction they have with teachers- teacher spend time with girls to help with work but teacher spend time with boys to focus on behaviour management

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10
Q

What does Jackson say?

A

Schools label boys negatively which becomes a self-fulfilling prophecy

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11
Q

What problems does Archer say that girls still face at school?

A
  • High-achieving Asian girls get negatively labelled as being incapable of independent thought
  • Black working-class girls are negatively labelled as loud and aggressive
  • Ongoing achievement of girls is ‘fragile and problematic’
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12
Q

How does the way that girls are socialised help them at school?

A

They are socialised to be quieter, to listen to authority figures and to read more which is better suited to a classroom environment

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13
Q

How have policies changed the values of society and attitudes in school?

A

The Equal Pay Act and Sex Discrimination Act have created more equal opportunities

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14
Q

What did Sharpe find about girls’ ambitions?

A

They now want careers and qualification and to be financially independent, also by seeing other women go out to work it provides a positive role model

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15
Q

How did feminism benefit girls in education?

A

Caused a change in female expectations and made people more aware of inequality

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16
Q

How have changes in the labour market created opportunities for women?

A

Increase in size of service sector (traditionally female-dominated) and shrinking of primary sector (traditionally male-dominated)

17
Q

How have changes in family structure changed female aspirations?

A

Women generally marry and have children later in life so they can peruse a career first, move towards more equal roles within households so women can seek work outside of the home

18
Q

Why might an identity crisis cause boys to underachieve?

A

Rise of female independence, decline of breadwinner role, rise in male unemployment might mean that boys don’t see the point of school and form anti-school subcultures

19
Q

What do interpretivists say about why boys underachieve?

A

Teachers have lower expectations of boys which can lead to a self-fulfilling prophecy

20
Q

What can the feminisation of education mean for boys?

A

They don’t have as many role models in the classroom

21
Q

How might boys see reading?

A

As ‘girly’

22
Q

How can not reading affect boys?

A

They may not develop vital communication skills

23
Q

What was Willis’ study?

A
  • Looked at why working-class children get working-class jobs
  • Studied ‘the lads’
  • Rejected school and formed anti-school subculture
  • Coped with underachievement by having a subculture where education didn’t matter
24
Q

What did Mac an Ghaill say?

A

Subcultures are complicated and boys could join a macho lad subculture because of a crisis of masculinity but could also join pro-school subculture and be proud of academic achievement

25
Q

What was Fuller’s study?

A

Studied a group of African-Caribbean girls in London who formed a subculture that worked hard to prove negative labelling wrong

26
Q

What kind of A-level subjects do boys and girls tend to take?

A

Girls tend to choose essay-based ones like English and religious studies
Boys tend to choose technical ones like maths and physics

27
Q

How might gender socialisation influence subject choice?

A

Ideas of femininity and masculinity can create different expectations and stereotypes of what pupils should study

28
Q

What did Kelly find?

A

Science is seen as a masculine subject and boys dominate the science classroom

29
Q

How might parental expectations influence subject choice?

A

May encourage children to do what is traditional for their gender

30
Q

How might teachers influence subject choice?

A

If a subject has more male teachers, they’re role models for boys