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sociology Education > educational achievement- gender > Flashcards

educational achievement- gender Flashcards

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Sociology 101 flashcards
1
Q

give one statistic in regard to the difference in achievement between girls and boys

A

in terms of students getting 5 GCSEs at A*-C, the gap between girls and boys grew throughout the last decade to reach nearly 9% in 2016 in favour of girls

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2
Q

what are some external factors that influence girls’ achievement

A
  • impact of feminism
  • changes in the family
  • changes in women employment
  • changes of girls’ ambitions
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3
Q

describe how the impact of feminism lead to girls achieving better

A
  • challenged traditional stereotypes of a woman’s role –> Parsons
    -challenged representations of women which raised girls’ ambitions
  • the most important factor is that greater equality for women has made educational success more worthwhile
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4
Q

what was the norm before the impact of feminism

A
  • girls expected to leave school and become housewives
  • only a minority of girls had career
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5
Q

how does McRobbie support the impact of feminism?

A
  • she feels that the media influences society on what we should/shouldnt do
  • socialises us into gender roles
  • if media shows career women, girls will take on that role
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6
Q

how has feminism affected changes in the family

A
  • increase in divorce rates –> 40% end in divorce
  • increase in cohabitation and decrease in first marriages
  • increase in number of lone parent families –> 90% of which are matrifocal
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7
Q

how have changes in the family affected girls achievement in school

A

affects girls’ attitudes towards education as more women need to take on the breadwinner role in lone-parent families

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8
Q

how is female socialisation more suited to education than male socialisation?

A

McRobbie - bedroom culture
- girls’ early play includes cooperation and role play which results in proper communication skills and extended vocab
- boys’ prefer video games and tag which doesn’t extend vocab and hard to stimulate in educationhow

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9
Q

how have changes in employment boosted girls achievement

A
  • 1970 equal pay act –> since 70’s pay gap has fallen from 30% to 17%
  • encourages more women to work and aspire for careers
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10
Q

what do Mitsos and Browne say regarding changes in women’s employment

A
  • Mitsos and Browne highlight how the growing service sector has created more ‘feminised’ career opportunities for women
  • eg. teaching, childcare
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11
Q

what does Sharpe say in regard to Changes in girls ambitions

A
  • in 70s, priorities were getting married and starting a family
  • Sharpe found that there had been a ‘gender quake’
  • girls priorities had reversed; modern girls were more assertive and career came before love
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12
Q

what is an evaluation of Sharpe’s gender quake research regarding changes in Girls’ ambitions

A
  • there is still a long way to go and women are still opressed in society
  • still gender pay gap
    -therefore while it is a convincing explanation for improvement in girls’ achievement, it doesn’t on its own explain why girls outperform so clearly and consistently
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13
Q

what are some overall A03 points of external factors influencing girls’ achievement

A
  • some argue differences are biological rather than sociological
  • PM heaton says we cannot look at gender alone
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14
Q

describe an A03 point of external factors influencing girls’ achievement regarding biological differences

A
  • some argue differences are biological rather than sociological
  • it has been hypothesised that girls’ brains simply mature faster than boys, and that girls behaviorally mature earlier
  • this makes girls more receptive to classroom based learning
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15
Q

describe an A03 point of external factors influencing girls’ achievement regarding Heaton’s argument

A
  • PM Heaton argues that gender differences cannot be understood by looking at gender alone
  • we must consider gender alongside other factors such as class and ethnicity –> Archer - BAME pupils are demonised by teachers
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16
Q

what are some internal differences that affect girls’ achievement?

A
  • equal opportunities policies
  • positive role model
  • intro of coursework
  • teacher interaction
  • challenging stereotypes
  • league tables/ selection criteria
17
Q

describe how equal opportunities policies boosted girls’ achievement

A
  • before, parsons described expressive and instrumental role which meant teachers viewed male students as future workers and encouraged them to take STEM subjects
  • now, the government is much more aware of gender issues and teachers are sensitive to need to avoid gender stereotyping
  • the belief that boys and girls are equally capable and entitled to the same opportunities is now part of mainstream thinking in the ES
  • GIST, National Curriculum
    –> removed barriers to make school more meritocratic (girls work harder so achieve better)
18
Q

describe how Positive role models have boosted girls’ achievement

A
  • increase in female head teachers acting as role models to show that girls can achieve positions of authority
  • primary school have become ‘feminised’ with mostly female staff
  • this impacts how far each gender sees school as part of their gender domain
  • feminised learning environment means girls see educational success as a desirable female characteristic
    (also explains boys’ underachievement)
19
Q

describe how the introduction of coursework impacted girls’ achievement

A
  • coursework was beneficial to girls as girls are more motivated and organised
20
Q

what did Mitsos and Browne say in regard to introduction of coursework

A
  • educational achievement is increasingly measured against skills that girls excel in eg: organisation
21
Q

how does Elwood criticise the introduction of coursework as a factor of girls axchievements

A

even when there was more coursework in the qualifications, exam performance was the primary indicator of final grades

22
Q

how do teacher interactions impact girls’ achievement?

A
  • research consistently shows that teachers interact differently with boys and girls in class
  • may account for at least some reasons why girls achieve better
23
Q

what did Croall and moses find regarding teacher interaction as a factor of girls’ achievement

A
  • girls recieve less of teachers time than boys do
  • boys more likely to be involved in negative interactions
  • suggests some boys may be labelled negatively which may affect their overall achievement
24
Q

what does Francis say in regard to teacher interactions as a factor of girls’ achievement

A
  • while boys get more attention, they were also disciplined more harshly
  • they felt picked on by teachers
  • teachers tended to have lower expectations of them
25
Q

what does Howe say in regard to teacher interaction as a factor of girls’ achievement

A
  • found that teachers respond more positively to girls as boys are more disruptive
  • this raises girls’ self-esteem and boosts their achievement
26
Q

why does Sewell argue that internal differences have led to the feminisation of education

A
  • argued that schools no longer nurture masculine traits eg: leadership, competitiveness
  • this means boys fall behind
27
Q

what do Heaton and Lawson say regarding challenging stereotypes as a factor of girls’ achievement

A
  • hidden curriculum is major source of gender socialisation in schools
  • schools had textbooks w/ modern family culture where kids are taught from a young age that male are dominant within family
  • various subjects are aimed at certain genders
  • sports are male/femle dominated
28
Q

what does Weiner say in regard to Challenging stereotypes

A
  • since 80s there has been significant change with teachers and textbooks challenging traditional stereotypes
  • this led to greater achievement for girls as they were presented with positive aspirations
  • however, it hasn’t gone far enough eg: history is viewed as a women free zone due to male-dominated curriculum
29
Q

how did the introduction of League Tables impact girls’ education?

A
  • League tables made girls more desirable as they are more likely to achieve better grades
  • Slee said boys are more likely to have behavioural issues and 4x more likely to be excluded which reflects badly on school in the competitive nature of education today
30
Q

how does Jackson link League tables and Self fulfilling prophecies with girls’ achievement

A
  • desire for high achieving girls creates greater opportunities for girls
  • the fact that they are desired means that girls take on a SFP and master status of higher achievement
31
Q

what do Liberal feminists think about the remaining issues to be addressed

A
  • celebrate changes that have been made, but believe that there is still work to be done
  • they see the need for continual equal opportunity policies and education against stereotypes in order for true equality
32
Q

what do Radical feminists think about the remaining issues to be addressed

A
  • schools are still exrremelky patriarchal and an oppressive environment for girls
  • 1/3 of girls age 16 have experienced unwanted sexual touching in schools
  • hierarchy is male dominated
33
Q

what do Marxist feminists think about the remaining issues to be addressed

A
  • schools have gotten better at representing views of women, but predominantly m/c
  • schools still systematically discriminate against women
    –> Archer shows how w/c girls come into conflict with m/c habitus
34
Q

what do Difference feminists think about the remaining issues to be addressed

A
  • claim that schools have gotten better at representing views of white women
  • minority women are still underrepresented and demonised in schools
35
Q

what are some overall A03 points of internal factors of gender differences

A
  • clear links to external factors
  • coursework may not be as beneficial as we think
  • Archer- must look at other factors
36
Q

describe an A03 point of internal factors of gender differences regarding links to external factors

A
  • impossible to seperate the impacts of internal and external –> all intersect
  • both family and school socialises you
  • impossible to determine which is more influencial
37
Q

describe an A03 point of internal factors of gender differences regarding Murphy’s criticism

A
  • coursework may not be as beneficial as some believe –> mitsos and brown
  • girls are harder working - meritocratic
38
Q

describe an A03 point of internal factors of gender differences regarding Archer’s view

A
  • gender is important but so is class and ethnicity
  • w/c BAME girls may struggle to achieve –> deterministic

sociology Education (10 decks)

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