External factors and gender differences in achievement Flashcards
Describe the impact of feminism on women’s roles since the 1960s.
Feminism has challenged traditional stereotypes of women’s roles as solely mothers and housewives, advocating for equal rights in work, education, and law. It has raised women’s expectations and self-esteem, leading to improved rights and opportunities.
Explain how media representations have changed for women since the 1970s.
Media representations have shifted from emphasizing marriage and traditional roles to showcasing assertive, independent women, reflecting the changes brought about by the feminist movement.
Define the term ‘feminism’ in the context of social movements.
Feminism is a social movement aimed at achieving equal rights for women in all areas of life, challenging patriarchal norms and advocating for women’s rights.
Do changes in the law reflect the success of the feminist movement?
Yes, the feminist movement has led to significant legal changes that improve women’s rights and opportunities, indicating its success in advocating for gender equality.
How have changes in family structures since the 1970s influenced girls’ attitudes towards education?
Changes such as increased divorce rates, cohabitation, lone-parent families, and smaller family sizes have influenced girls’ perspectives on education, potentially leading to greater aspirations and achievements.
Explain the significance of McRobbie’s study on girls’ magazines in understanding gender roles.
McRobbie’s study highlights the shift in girls’ magazines from promoting traditional roles of marriage to celebrating independence and assertiveness, illustrating broader societal changes in gender expectations.
Describe the relationship between feminism and girls’ educational achievement.
Feminism has positively influenced girls’ self-image and ambitions, which may contribute to their improved educational achievements.
Explain how the rise in the proportion of women in employment from 1971 to 2013 reflects societal changes.
The proportion of women in employment rose from 53% in 1971 to 67% in 2013, reflecting greater acceptance and opportunities for women in the workforce.
How have societal changes in family dynamics affected educational outcomes for girls?
Societal changes such as increased divorce rates and the rise of lone-parent families may lead to shifts in girls’ priorities and motivations regarding education, potentially enhancing their academic performance.
Describe the impact of increased female-headed lone-parent families on girls’ perceptions of independence.
Increased numbers of female-headed lone-parent families may lead girls to view financial independence as a viable goal, encouraging them to seek well-paid jobs and good qualifications.
Explain the significance of the 1970 Equal Pay Act in women’s employment.
The 1970 Equal Pay Act made it illegal to pay women less than men for work of equal value, promoting gender equality in the workplace.
Do changes in women’s employment influence girls’ career aspirations?
Yes, changes in women’s employment, such as increased opportunities and role models, encourage girls to aspire to paid work rather than traditional roles as housewives.
Define the term ‘glass ceiling’ in the context of women’s employment.
The ‘glass ceiling’ refers to the invisible barrier that prevents women from advancing to high-level professional and managerial positions.
How has the pay gap between men and women changed since 1975?
Since 1975, the pay gap between men and women has halved from 30% to 15%, indicating progress towards wage equality.
What role do successful career women play in shaping girls’ future aspirations?
Successful career women serve as role models, providing inspiration and motivation for girls to pursue qualifications and careers.
How have flexible part-time work opportunities contributed to women’s employment?
The growth of the service sector and flexible part-time work has created more job opportunities for women, facilitating their entry into the workforce.
Define individualisation in the context of modern society as discussed by Beck and Beck-Gernsheim.
Individualisation refers to the trend in modern society where personal independence and self-reliance are valued more than traditional roles, influencing girls to prioritize careers over marriage and family.
Describe the shift in girls’ ambitions from the 1970s to the 1990s as highlighted by Sharpe’s research.
In the 1970s, girls had low aspirations, prioritizing love, marriage, and family over education and careers. By the 1990s, their ambitions shifted towards independence and career success, viewing education as essential for self-sufficiency.
Explain the significance of education in the changing ambitions of girls according to recent studies.
Education is now recognized by many girls as crucial for achieving independence and self-sufficiency, with some viewing educational success as a central aspect of their identity.
Do girls today view marriage and children as part of their life plans?
No, studies like O’Connor’s (2006) indicate that marriage and children are not major components of life plans for many girls aged 14-17.
How did the priorities of girls change from the 1970s to the 1990s according to Sharpe’s findings?
The priorities shifted from love, marriage, and family to careers and self-support, reflecting a greater emphasis on independence.
Explain the role of economic self-sufficiency in the ambitions of modern girls.
Economic self-sufficiency is now seen as a key goal for many girls, as it allows for independence and recognition in society, making careers an integral part of their life projects.
Describe the impact of societal changes on girls’ views of ambition and success.
Societal changes, including shifts in family dynamics and employment opportunities, have led girls to redefine success, focusing more on personal achievement and career aspirations.
Summarize the findings of Fuller’s study regarding girls and educational success.
Fuller’s study (2011) found that for some girls, achieving educational success is a fundamental part of their identity, highlighting its importance in their ambitions.
Describe the individualised notion of self held by girls in the context of their future aspirations.
Girls viewed themselves as creators of their own future, emphasizing personal agency and individualism in shaping their identities and career paths.
Explain the concept of meritocracy as it relates to girls’ aspirations for professional careers.
Meritocracy refers to the belief in equal opportunity for every individual to achieve success based on their abilities and efforts, which influenced girls to pursue educational qualifications for professional careers.
How do class differences impact the ambitions of working-class girls compared to their middle-class counterparts?
Working-class girls often have gender-stereotyped aspirations focused on marriage and traditional low-paid work, reflecting their perceived limited job opportunities, unlike middle-class girls who may aim for higher professional careers.
Define the term ‘precarious position’ in the context of working-class girls in the labor market.
A precarious position refers to the unstable and uncertain employment circumstances faced by working-class girls, leading them to view motherhood as a more viable future option than pursuing education.
Do working-class girls see value in achieving educational qualifications?
Many working-class girls, particularly those with low aspirations, do not see the value in pursuing education, as they believe their future options are limited to low-level jobs.
Explain the significance of traditional gender identity for working-class girls.
Traditional gender identity, especially being part of a couple, is seen as attainable and provides a source of status for working-class girls, influencing their aspirations and career choices.
