Education- Topic 4 (Paper1)

Question 1

What impact does feminism have on educational achievement

Answer 1

It has improved the rights of women.
Rasied expection and self esteem.
It motivates women.
They were no longer seen as ‘stay at home mums.’
The position of women has improved since 1960s.
Women are faced with more positive role models within the media- McRobbie-1970s.

Question 2

What impact does changes in family have on educational achievement?

Answer 2

Increased divorce rate.
Increase in cohabitation and lone-parent families.
Decline in marriage rate, family size and birth rates.
Changes affect girls attitudes to education.
Women may need to support their families.
Women are not willing to be supported by a man.

Question 3

What impact does changes in the women’s employment?

Answer 3

The 1970 Equal Pay Act: Makes it illegal to pay one sex more than another for work equal value.
The 1975 sex discrimination Act: prohibits sex discrimination in the workplace- pay gap halved.
The number of women in employment went up from 53% in 1971 to 67% in 2023. More women are breaking through the “glass ceiling effect.”
Francis-2001-interviewed girls about their career aspirations and concluded that, due to increased employment opportunities, females have become extremely ambitious and aim for ‘high professions’ such as doctors and solicitors.

Question 4

Approximately how many times more male than female head teachers were there in 2012?

Answer 4

Twice as many.

Question 5

why are there bigger proportions of female teachers and female heads in primary schools than in secondary schools?

Answer 5

Personality traits.

Question 6

how do liberal feminists see gender differences in educational achievement?

Answer 6

Celebrate progress made.
Further progress equal opportunities policies.

Question 7

4 ways radical feminists say school is patriarchal

Answer 7

1) Sexual harassment in schools.
2) Girls’ limited subjects and careers choices.
3) More male secondary heads.
4) Women ignored in curriculum for example history.

Question 8

Define ‘symbolic capital’ and explain how it affects the educational achievement of working-class girls.

Answer 8

Archer et al 2010- conflict between working-class girls’ identity and the ethos of the school, working-class feminine identities for status from peers, hyper-heterosexual identity, being loud, having a boyfriend.
the resources available to an individual on the basis of honour, prestige or recognition.

Question 9

Outline Hyper-heterosexual feminine identities

Answer 9

Girls aim to be ‘desirable’ and ‘glamorous.’
Similar to the idea of Nike identities.
Status from peers.
Conflict with school- too much jewellery, wrong clothing, makeup.
Creates symbolic violence their culture seen as worthless.

Question 10

Outline boyfriends

Answer 10

Having a boyfriend- lower aspirations, lower interest in university, lower interest in ‘masculine’ subjects, desire to ‘settle down,’
Being loud meant not conforming to stereotypes.
Conflict with teacher.
Further from ideal pupil.

Question 11

Outline being loud

Answer 11

Meant not conforming to stereotypes.
Conflict with teachers.
Further from the ideal pupil.

Question 12

Explain why working-class girls who are successful are more likely to go to university near home

Answer 12

Helps their families.
Save money

Question 13

How does working class girls who are more successful going to university near home affect their future careers?

Answer 13

Limiting success

Question 13

How does working class girls who are more successful going to university near home affect their future careers?

Answer 13

Limiting success

Question 14

What are Read’s conclusions about whether the gender of a teacher is important?

Answer 14

Disciplinarian disclosure- female teachers are able to control behaviours.
Liberal disclosure- speak to children like they are adults.

Question 15

Why are the working class boys more likely to form ‘laddish subculture’?

Answer 15

Epstein (1998)- construction of ‘laddish’ subcultures in school.
Working class boys labelled sisses/gay if appear to be ‘swots’ ‘real boys don’t work’
Francis (2001)- Masculinity important in working class subculture.
School work seen as effeminate.
Reject school to avoid being called ‘gay’
Increase due to more girls in masculine areas.

Question 16

What is the impact of moral panic about boys’ underachievement?

Answer 16

Critic of feminism says girls ‘have it all.’
Ringrose (2013) moral panic about ‘failing boys’
Underemployed underclass- threat to social stability.
Now policy moves to raise boys’ achievement.
Polices for boys:
-Ignore class disadvantage
-Ignores problems faced by girls in school.

Question 17

How does the class gap in achievement compare to the gender gap?

Answer 17

Similar results for gender of the same class- class gap between middle-class and working-class girls could be as large as 44%.

Question 18

Summarise the link between class, gender and ethnicity and achievement.

Answer 18

Gender gaps are larger in different ethnic groups0nlarge gaps between black Caribbean boys and girls (fuller’s study)
Conolly (2006) some class, gender and ethnicity combinations have more effect than others.

Question 19

What are the differences in gender and subject choice for The National Curriculum options?

Answer 19

Eith GCSE options there was a clear gender difference.

Question 20

What are the differences in gender and subject choice for AS and A Levels?

Answer 20

Gendered choices become more obvious in post-16 education.
Boys are more likely to opt for maths and physics.
Girls are more likely to opt for sociology and English.
This continues into subject choices at university.

Question 21

What are the differences in gender and subject choice foVocationap

Answer 21

1

Question 22

What are the differences in gender and subject choice for Vocational courses?

Answer 22

Is one that is directed at a particular occupation and its skills.
Gendered differences are even more pronounced in vocational education.
2 in 100 construction apprentices are girls.