Educational Achievement - 3.2 (Gender Differences) Flashcards
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.
2
Q
Explain Gender Patterns in Achievement at GCSE
A
Girls are 10% ahead
3
Q
Explain Gender Patterns in Achievement at AS/A Leve;
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 HE.
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
5
Q
External Factors on Gender Differences in Achievement
A
> Impact of Feminism
Changes in the Family
Changes in Women’s Employment
Changing Ambitions
6
Q
Ext Factors Girls 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
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.
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.
9
Q
Outline 3 Changes in the Family that have had an impact on Girls Education?
A
> Primary Socialisation
Increased Divorce Rates
More DEF and LPF headed by women
10
Q
Explain the impact of Primary Socialisation of Girls in the Family and it’s 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.
11
Q
Explain the impact of Increased Divorce Rates and it’s 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.
12
Q
Explain the impact of More DEF and LPF and it’s impact on their education?
A
- Give girls image of strong independent role model and DEF raises girls aspirations.
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.
14
Q
Outline how Changes in Employment have had an impact on Girl’s Achievement?
A
- Women’s employment risen est 1950, due to the expansion of service sector, est 1975 pay gap has been halved.
- So encourages girls to see future in paid wrk incentivising them to get qualifications.
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 > housewives having greater career aspirations and independence.
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.
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 w/ career rather than dependent husbands.
18
Q
Explain how O’Connor’s findings outline a Change in Girl’s Ambitions?
A
Study of 14-17yr girls found marriage and kids weren’t a big part of their life plans.
19
Q
Explain how Francis’s findings outline a Change in Girl’s Ambitions?
A
Girls had high career aspirations, so need qualifications.
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.
21
Q
A03 Criticisms of Ext Factors Girl Theorists
A
> Feminists (Changes in the Family)
Fuller & Reay (Girls Changing Ambitions)
Biggart (Girls Changing Ambitions)
22
Q
Explain how Fuller and Reay criticise the Idea of Change in Girls Ambitions?
A
- WC girls w/ poor jobs prospects have stereotypical desires for marriage + 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.
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 skl.
24
Q
Internal Factors explaining Gender Achievement in School
A
> EOP > Role Models > GCSE and Coursework > Teacher Attention > Challenging Stereotypes > Selection & League Tables
25
Explain Impact of Feminist Ideas on EOP's in relation to Internal Factors explaining Gender Achievement in Education?
- Feminist ideas now widespread in Education
| - EOP’s promote gender equality, as policymakers believe B&G’s should have the same opportunities.
26
Outline the 2 schemes introduced and their impact in relation to EOP's explaining Gender Achievement in School?
- Gov policies done this by introducing programs e.g. GIST & WISE
- Female Scientists have visited schools, acting as role models, encouraging Girls into Sci and Tech.
27
Outline the significance of National Curriculum being introduced in relation to EOP's explaining Girls' achievement in School?
National Curriculum levelled playing field as G&B’s have to study same subjects.
28
Int Factor Theorists for Girls Achievement
> 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 G&B’s
29
Explain Boaler's view on Impact of EOP's explaining Girls' achievement in School?
- EOPs key reason for changes in Girls achievement
| - Barriers removed, so skl’s meritocratic, girls who work harder than boys do better.
30
Explain the influence of Positive Role Models in relation to Internal Factors explaining Girls' achievement in School?
- Increase in NO 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 skl as part of female gender domain, so see it as desirable female characteristic.
31
Explain Gorard's View on GCSEs and Coursework in relation to Internal Factors explaining Girls' achievement in School?
- 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 cuz of intro of
coursework, not general failing of boys.
32
Explain Mitsos and Browne (M&B) View on GCSEs and Coursework in relation to Internal Factors explaining Girls' achievement in School?
- 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
33
Explain Spender's View on Teachers Attention in relation to Internal Factors explaining Girls' achievement in School?
Teachers spend more time interacting with boys > girls. (Negative)
34
Explain Jane and Peter View on Teachers Attention relation to Internal Factors explaining Girls' achievement in School?
- 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
35
Explain Swann on Teachers Attention relation to Internal Factors explaining Girls' achievement in School?
- Boys dominate discussions, but girls prefer group work and better listening and cooperating, taking turns unlike boys.
- Girls favoured by teachers, leading to SFP, promoting girls self esteem and achievement.
36
Explain Francis's View on Teachers Attention relation to Internal Factors explaining Girls' achievement in School?
Boys got more attention, but disciplined harsher feeling picked on by teachers who had low expectations of them.
37
In relation to Stereotypes within the Curriculum how were Girls portrayed in 70's and 80's and what was the effect?
> In ’70-’80s girls were portrayed as housewives & scared of science reinforced by textbooks putting girls off science and maths.
38
Explain Weiner's Findings on the Impact of the Challenge of Stereotypes est the 80's in the Curriculum?
> 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.
39
Explain Jackson and Slee's findings on Selection and League Tables in relation to Internal Factors explaining Girls' achievement in School?
- Intro of league tables benefits girls as they achieve higher so more attractive to schools.
- Boys achieve low and worse behaved, 4x more likely to be excluded, seen as liability students.
- Who’ll give skl rough image, deterring high achieving girls applying.
- So girls get places in popular school, creates SFP girls recruited better schools so will do better.
40
A03 Evaluation of Girls Int Factor Theorists
> Elwood (Mitsos & Browne and Gorard)
> Lib Fem
> Rad Fem
41
Criticisms of Coursework Disadvantaging Boys (Elwood)
Coursework does have influence but it’s not only factor as finals have more influence > Coursework on final grades.
42
Explain the Liberal Feminist view on Girls achievement?
- Celebrate progress in improving achievement
- Feel further progress will be made to develop EOP’s, encouraging positive role models, overcoming sexist attitudes/stereotypes.
43
Explain the Rad Feminist view on Girls achievement?
- 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 skls.
- Underrepresentation in many areas of curriculum
- Weiner sees history as a 'woman-free zone'
44
Why is it wrong to assume all Girls are successful?
> Social Class differences also play a factor.
> Those on FSM had significantly lower achievement than those not on FSM
45
Girls Identity and Class Theorists
> Archer (SC, HHFI, Boyfriends, Being Loud, WC Girls Dilemma)
> Evans and Skeggs (Successful WC Girls)
46
Outline Archer findings in his study of WC Girls in relation to SC?
> Found WC girls got SC from their peers, by adopting hyper-heterosexual feminine identities, having BF’s, and being loud.
> Putting them in conflict with skl stopping them getting educational & economical capital, repeating the cycle.
47
Outline Archer findings in his study of WC Girls in relation to HHFI?
> WC girls put lots of time, effort, money creating desirable identities w/ unisex sportswear,' sexy' clothes, make-up, hairstyles.
> Getting SC from peers
> Avoid being labelled a 'tramp' for wearing wrong brands.
48
What did Archer find was School's Response to WC Girls adopting HHFI?
> Brought conflict w/ skl who saw girls' appearances as distraction from skl
> Labelled them as incapable of academic success.
> Thus skl commits SV, as it goes against skl’s ideal female pupil e.g. desexualised and MC.
49
Outline Archer findings in his study of WC Girls in relation to Boyfriends?
> BF’s brought SC but distracted them from education.
> Lowering Girls aspirations e.g. lost interest in uni and getting professional career.
> Aspiried to settle down', have kids and work locally in WC jobs e.g. Childcare.
50
Outline Archer findings in his study of WC Girls in relation to Being Loud?
> Gain SC, 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
What were Archers findings on WC Girls Dilemma?
What 2 Options did they have?
WC girls faced dilemma of either:
A: Gaining SC from peers, by performing HHFI
B: Gaining SC from skl, rejecting HHFI, conforming to skl’s ideal Female pupil
52
Why did Archer believe the 2 Options in relation to the WC Girls dilemma conflicted with each other?
Girls may see themselves as “good underneath” reflecting struggle to achieve self worth in system devaluing WC female identities.
53
What did Evans and Skeggs find in relation to their Study of Successful WC Girls?
> 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
External Reasons Why Boys May Be Behind In Education
> Literacy Skills
> Decline of Traditional Male Jobs
> Over-Estimation of Ability
55
Internal Reasons Why Boys May be Behind in Education
> Feminisation of Education
> Shortage of Male Teachers
> Laddish Subcultures
56
Ext Boys Factors Theorists
> DCSF (Literacy Skills)
> Mitsos & Browne (Decline of Traditional Men’s Jobs)
> Barber (Over-Estimation of Ability)
57
What were DCSF findings on Boys Poor Literacy and Language Skills in relation to External Factors?
> 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
Mitsos and Browne's findings in relation to Globalisation of Decline of Traditional Men’s Jobs in relation to External Factors?
> 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’= low self-esteem and motivation to do well.
59
Criticisms of Mitsos & Browne
- Decline largely in manual WC jobs needing few qualifications.
- Unlikely their disappearance will impact boys motivation to get qualifications.
60
What are Sewell's findings on the Feminisation of Education in relation to Internal Factors?
> 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 w/ exams, w/ outdoor activity in the curriculum.
> As Boys become ‘bored’ with school
61
Explain the Shortage of Male Primary School Teachers in relation to Internal Factors
> Loads of boys brought up in Female Headed LPF.
> Teaching seen as feminine, skl’s 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
A03 Criticisms of Boys Int Factors Theorists
> Francis (Gender don’t matter)
| > Read (LD vs DD)
63
What were Francis's findings on the idea of Shortage of Male Teachers?
Many 7-8 yr olds thought gender of teachers doesn't matter.
64
What were B.Read findings on 2 type of language Teachers use to express criticism of disapproval of pupils work and behaviour
- Disciplinarian Discourse (DD) (Masculinity)
| - Liberal Discourse (DD) (Femininity)
65
Define Disciplinarian Discourse (DD) (Masculinity)
Authority made explicit e.g. through shouting, an exasperated tone of voice or sarcasm
66
Define Liberal Discourse (DD) (Femininity)
Authorities invisible, speaks to kid as if they were adult expecting them to be kind and respectful of them.
67
How does Read criticises the idea that Female Teachers can't control children, so more Male Teachers are needed?
- 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
Explain Laddish Subcultures in relation to Internal Factors
- Pressure on boys to demonstrate their masculinity, by being ASS, to gain SC by peers
- Leading to exclusion and underachievement.
- Doing well at skl or asking for help leads to bullying and belief they’re weak.
69
Explain Epstein's view on how masculinity is constructed in school, in relation to Laddish Subcultures?
PSS WC boys likely to be harassed, labelled as ‘’sissies’’ and called gay.
70
Explain Francis's findings on Boys being concerned with Labelling in relation to Laddish Subcultures?
- Boys more worried than girls about labelling as it threatens their masculinity more than it does to girls femininity.
- WC culture sees skl work as inferior and not manly, so avoid doing well so they’re not called gay.
71
Explain Barber Idea of Overestimation in relation to External Factors
- 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
Outline 4 Policies Gov introduced to Raise Boys Achievement
> Recruitment of Male Teachers
> Dads & Sons Campaign
> RBA
> Playing 4 Success
73
Explain Recruitment of Male Teachers in relation to Policies Gov introduced to Raise Boys Achievement
- Recuitements events across Uni’s in the UK, targeted at male students in STEM subjects.
74
Explain the Dads & Sons Campaign in relation to Policies Gov introduced to Raise Boys Achievement
- Encouraging Fathers to be more involved in sons education.
75
Explain RBA in relation to Policies Gov introduced to Raise Boys Achievement
- Use range of strategies, incl. Single Sex Teaching.
76
Explain Playing 4 Success in relation to Policies Gov introduced to Raise Boys Achievement
- Uses football to boost learning skills and motivation of boys.
77
Why do Critics of Feminism say policies to promote Girls education not needed anymore?
Girls have it all, taking men’s jobs and succeeding at our expense.
78
A03 Criticisms on Panic about Boys Failure
> Ringrose (Moral Panic about Boys)
> Osler (Moral Panic about Boys and Neglect of Girls)
> McVeigh (Gender not as big as Class or Ethnicity?)
79
Explain Ringrose view on Moral Panic about Boys
> 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
Explain Osler's view on Moral Panic about Boys and Neglect of Girls
> Girls disengage from school quietly
> Boys disengagement takes form of public displays of laddish masculinity, recognised by policymakers & teachers
> Thus ignoring girls.
81
Explain McVeigh's Stats on how Gender not as big as Class or Ethnicity?
- Girls/Boys of same social class tend to achieve similar results.
- Girls from UC 44% ahead of girls from WC.
82
What is the significance of National Curriculum Options in relation to Gendered Subject Choices?
- Most subjects are compulsory
- When there’s choice in National curriculum, G&B’s choices differ
- In DT Girls choose food tech and boys chose graphics and resistant materials.
83
What is the trend in Gendered Subject Choice at AS/A Level?
- Gender preferences noticeable 16+
- Boys chose Maths & Physics
- Girls chose Sociology & English
- Parallel to Uni choices
84
Impact of Gender Role Socialisation on Subject Choice Theorists
> Institute of Physics (Stats on NO of Girls in Physics)
> Norman (Gender Role Socialisation @ Home)
> Bryne (Gender Role Socialisation @ School)
> Murphy & Elwood (Impact of Gender Role Socialisation on Reading Tastes)
> Browne & Ross (Gender Domains)
> Murphy (Gender Differences in Focus on Details)
85
What did Institute of Physics find on NO of A- Level Physics students who’re Girls?
- NO of Girls in A- Level Physics, around 20% for last 20 yrs.
- Questions effectiveness GIST and WISE.
86
What is the trend in Gendered Subject Choices at Vocational Courses?
- Gendered Segregation at it’s greatest
| - Boys did Construction, Girls did Childcare
87
4 Explanations of Gender Differences in Subject Choice
> Gender Role Socialisation
> Gendered Career Opportunities
> Gendered Subject Images
> Peer Pressure
88
Explain the Significance of Norman's findings on Gender Role Socialisation, in relation to Gender Differences in Subject Choice
From early age, boys/girls dressed differently, given different toys, take part in different activities.
89
Explain the Significance of Bryne's findings on Gender Role Socialisation, in relation to Gender Differences in Subject Choice
Teachers encouraging boys to be tough, not to behave like sissies, Girls told to be quiet & helpful
90
Explain the Significance of Murphy and Elwood's findings on Gender Role Socialisation, in relation to Gender Differences in Subject Choice
- Diff socialisation leads to different tastes in reading.
| - Boys read hobby books/info books, so prefer sciences, girls read books about ppl, so prefer English.
91
Explain the Significance of Browne and Ross findings on Gender Domains, in relation to Gender Differences in Subject Choice
- GD, refers to tasks/activities Boys/Girls see as Male/Female territory
- Kids create GD based on what they see as male and female roles based on experiences and expectations of adults.
- E.g. Mending car, seen as Male GD, looking after sick child in Women's GD
- Kids more confident doing tasks in their own GD.
92
How does Murphy support Browne and Ross's findings on Gender Domains in relation to Gender Differences in Subject Choice?
- B&G’s focus on diff details when doing the same task.
- Girls focus on how ppl feel, boys focus on how things work.
- Explain why Girls choose Arts and Boys pick Science.
93
Criticisms of Gender Role Socialisation
Move towards gender-neutral socialisation teachers trained to be more gender-neutral.
94
Explain the Significance of Kelly's findings on Gender Subject Images for Science in relation to Gender Differences in Subject Choice
- Gender image of subject affect who’ll want to choose it
- Sci 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
Explain the Significance of Colley's findings on Gender Subject Images for Computing, in relation to Gender Differences in Subject Choice
- Computer Sci seen as masculine as teaching styles more formal and abstract and involves working with machines part of Male GD.
- Putting girls off.
96
Outline the Significance of Leonards findings on Single-Sex Schooling in relation to Gender Differences in Subject Choice?
- Gender Subject Image has less impact in single-sex skls (SSS)
- Girls in SSS more likely to pick Sci & Maths than in mixed skl’s.
- Boys more likely to pick English & Languages showing impact of pressure to conform to gender norms in mixed skls.
- Girls in SSS more likely to study male-dominated subjects at uni
97
How does the Institute of Physics support Leonard's findings on the impact of same-sex schooling on subject choice?
Girls in SCC 2x more likely to do A-Level Phy than in mixed schools,
98
How does Gender Identity and Peer Pressure influence Subject Choice?
- Peer pressure means B&G’s 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
What are Pachter's findings on how Gender Identity and Peer Pressure affects Subject Choice?
- Sport see in Male GD, so girls opt out as being sporty goes against gender norms.
100
What are Dewar's findings on how Peer Pressure affects Subject Choice?
Boys would call girls lesbian or butch if they had interest in sport.
101
Explain the Idea of Gendered Career Opportunities
- Jobs seem either M or F, tending to be dominated 1 gender e.g childcare
- Explains why Vocational Courses are gendered.
102
What were Fuller's findings on Girls and effect of Work Experience on Subject Choice
- 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
Pupils Sexual and Gender Identities Theorists
> 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
What was Connell findings on Hegemonic Masculinity?
School reproduces hegemonic masculinity, dominance of heterosexual masculinity and alienation of female/gay identities.
105
What were Lees findings on Double Standards of Sexual Morality?
> When we apply 1 set of moral standards to 1 group, but 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 there not, ignored by male teachers.
106
Feminists View on Double Standards
Acts form of social control, reinforcing patriarchy, where females are subordinate to males.
107
What are Parkers findings that support Verbal Abuse?
Boys called labelled gay for being nice to females in school
108
What is Pacehters view on Name-Calling in relation to Verbal Abuse?
- Name-calling maintains male power
| - Pupils police each other sexual identies through labels e.g. gay and lezzie.
109
Explain Mac and Ghail's findings on the Male Gaze
- 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
What were Epstein and Willis's findings on Male Peer Groups and Verbal Abuse?
- Boys in ASS abuse boys who want to achieve as ‘’gay’’
111
What were Mac and Ghail's findings on Male Peer Groups and Verbal Abuse?
- WC boys ASS, use verbal abuse to reinforce definitions of masculinity.
- Calling WC boys who worked hard ‘’dickhead achievers’’
112
What were Archer findings on what WC girls did as a result of Female Peer Groups policing identity?
> WC girls gain SC, from constructing Urban Sexy, Nike Identities if they didn’t they’d be called a ‘’Tramp’’
113
Explain Ringrose's Findings on Popularity and Identities?
- 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
What were Currie's et al's findings on WC girls relationships with Boys?
- BF’s bring SC, 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
What were Reay's findings on Boffin Identities?
- Girls wanting to succeed conform to skl’s ideal female pupil identity
- Having asexual identity, no interest in boys or fashion.
- So seen as a boffin and excluded by pupils.
116
What were Francis findings on MC Girls response to being called Boffins?
MC girls, respond by defining WC girls as chavs
117
What were Haywood and Mac and Ghail's findings on how Male Teachers sometimes told off boys?
- 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
What are Askew and Ross's findings on Male Teachers Protective Attitudes > Female Teachers)
- Male teachers behaviour subtly reinforce messages women can’t cope alone.
- Having protective attitude on female teachers rescuing them when students are disruptive.
