Gender Flashcards

1
Q

What are some examples of gender equal opportunities policies? Is this an internal or an external factor?

A

=> GIST (Girls Into Science/Technology), and WISE (Women Into Science/Engineering); both encourage girls to pursue careers in these non-traditional areas.

=> Female scientists have visited schools, acting as role models.

=> Efforts have been made to raise science teachers’ awareness of gender issues.

=> Non-sexist careers advice has also been provided.

=> Introduction of the National Curriculum in 1988; removed one source of gender inequality by making girls and boys study mostly the same subjects, which was often not the case previously.

=> Boaler’s study.

THIS IS AN INTERNAL FACTOR.

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1
Q

What is Boaler’s study? Is this an internal or an external factor?

A

=> Sees the impact of equal opportunities policies as a key reason for the changes in girls’ achievement.
=> Many of the barriers have been removed and schooling has become more meritocratic (based on equal opportunities).

THIS IS AN INTERNAL FACTOR.

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2
Q

What have been the changes in positive role models in schools? Is this an internal or an external factor?

A

=> There has been an increase in the proportion of female teachers and headteachers.

=> These women in senior positions may act as role models for girls, showing them women can achieve positions of importance and giving them non-traditional goals to aim for.

THIS IS AN INTERNAL FACTOR.

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3
Q

What was Gorard’s study? Is this an internal or an external factor?

A

=> Found that the gender gap in achievement was fairly constant from 1975 until 1989 when it increased sharply (due to the introduction of GCSEs).

THIS IS AN INTERNAL FACTOR.

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4
Q

What was Mitsos and Browne’s study? Is this an internal or an external factor?

A

=> Conclude that girls are more successful in coursework because they are more conscientious and better organized than boys.

=> Girls:

Spend more time on their work;
Take more care with the way it is presented;
Are better at meeting deadlines;
Bring the right equipment and materials to lessons.

THIS IS AN INTERNAL FACTOR.

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5
Q

What was Elwood’s study? Is this an internal or an external factor?

A

Despite the argument that today’s assessment system is seen to help girls achieve greater success than boys, it is unlikely the introduction of coursework is the only cause of the gender gap because exams have so much more influence than coursework on final grades.

THIS IS AN INTERNAL FACTOR.

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6
Q

What was French and French’s study? Is this an internal or an external factor?

A

Boys received more attention because they attracted more reprimands.

THIS IS AN INTERNAL FACTOR.

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7
Q

What was Francis’ study? Is this an internal or an external factor?

A

=> Found that while boys got more attention, they were disciplined more harshly and felt picked on by teachers.
=> Teachers tended to have lower expectations of them.

THIS IS AN INTERNAL FACTOR.

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8
Q

What was Swann’s study? Is this an internal or an external factor?

A

=> Boys dominate in a whole-class discussion.

=> Girls prefer pair work and group work where they are better at listening and cooperating.

=> When working in groups, girls’ speech involves turn-taking and not the hostile interruptions that often characterize boys’ speech.

=> This might be why teachers respond more positively to girls, whom they see as cooperative than to boys who they see as potentially disruptive.

THIS IS AN INTERNAL FACTOR.

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9
Q

What was Weiner’s study? Is this an internal or an external factor?

A

=> Since the 1980s, teachers have challenged stereotypes and in general, sexist images have been removed from learning materials (e.g. stereotypes have been removed from textbooks, reading schemes, and other learning material).

=> This may have helped to raise girls’ achievement by presenting them with more positive images of what women can do.

THIS IS AN INTERNAL FACTOR.

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10
Q

What was Jackson’s study? Is this an internal or an external factor?

A

=> Marketization policies have created a more competitive climate in which schools see girls as desirable recruits because they achieve better exam results.

=> The introduction of exam league tables has improved opportunities for girls: high achieving girls are attractive to schools, whereas low achieving boys are not.

=> This tends to create a self-fulfilling prophecy

THIS IS AN INTERNAL FACTOR.

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11
Q

What impacts have there been as a result of feminism? Is this an internal or an external factor?

A

=> Since the 1960s, the feminist movement has challenged the traditional stereotype of a woman’s role as solely that of a mother and housewife in a patriarchal nuclear family.

=> Has had considerable success in improving women’s rights and opportunities through changes in the law.

=> Feminism has raised women’s expectations and self-esteem.

THIS IS AN EXTERNAL FACTOR.

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12
Q

What was McRobbie’s study? Is this an internal or an external factor?

A

Studied girls’ magazines and discovered in the 1970s; they emphasized the importance of getting married whereas in today’s society, they contain images of assertive, independent women.

THIS IS AN EXTERNAL FACTOR.

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13
Q

What impacts have there been as a result of changes in the family? Is this an internal or an external factor?

A

There have been major changes in the family since the 1970s. These include:

An increase in the divorce rate;
An increase in cohabitation and a decrease in the number of first marriages;
An increase in the number of lone-parent families;
Smaller families.

THIS IS AN EXTERNAL FACTOR.

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14
Q

What impacts have there been as a result of changes in women’s employment? Is this an internal or an external factor?

A

=> The 1970 Equal Pay Act makes it illegal to pay women less than men for women of equal value

=> The 1975 Sex Discrimination Act outlaws discrimination at work.

=> The proportion of women in employment has risen from 53% in 1971 to 67% in 2013.

=> Some women are now breaking through the glass ceiling – the invisible barrier that keeps them out of the high-level professional and managerial jobs.

THIS IS AN EXTERNAL FACTOR.

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15
Q

What was Sharpe’s study? Is this an internal or an external factor?

A

=> Studied changes in girls’ ambitions by interviewing girls in the 1970s and 1990s to show a shift in the way girls see their future.

=> In 1974 – the girls had low aspirations; they believed educational success was unfeminine and that appearing ambitious would be considered unattractive. They gave their priorities as ‘love, marriage, husbands, children, jobs, and careers’.

=> By the 1990s, girls’ ambitions had changed and they had a different order of priorities – careers and being able to support themselves.

=> Sharpe found that girls were now more likely to see their future as an independent woman with a career rather than as dependent on their husband and his income.

THIS IS AN EXTERNAL FACTOR.

16
Q

What was Fuller’s study? Is this an internal or an external factor?

A

=> Many girls now recognize that they need a good education and saw educational success as a central aspect of their identity.

=> They saw themselves as creators of their own future and had an individualized notion of self.

=> They believed in meritocracy and aimed for a professional career that would enable them to support themselves.

THIS IS AN EXTERNAL FACTOR.

17
Q

What are the six factors leading to boys underachievement?

A

=> Feminisation of education.
=> Shortage of male primary school teachers.
=> Laddish subcultures.
=> Globalisation and decline of traditional men’s jobs.
=> Boys’ literacy.
=> Moral panics about boys.

18
Q

Describe the feminisation of education.

A

=> Education system has become feminized.

=> Sewell - argues schools do not nurture ‘masculine’ traits such as competitiveness and leadership. Instead, they celebrate qualities more closely associated with girls such as methodical working and attentiveness in class.

=> Coursework should be replaced with final exams and greater emphasis on an outdoor adventure in the curriculum.

19
Q

Describe the shortage of male primary school teachers.

A

=> Lack of male role models: only 14% of primary school teachers are male and Yougov states that 39% of 8-11-year-olds have no lessons with a male teacher.

=> Yet most boys surveyed said the presence of a male teacher made them behave better and 42% said it made them work harder.

=> More female staff: Females are unable to control boys’ behavior. Male teachers are better able to impose stricter discipline boys need to concentrate.

20
Q

Describe laddish subcultures.

A

=> Epstein examined the way masculinity is constructed within the school: w/c boys are likely to be harassed, labeled as sissies, and subjected to homophobic verbal abuse if they appear to be ‘swots’. This supports Francis’ study - boys are more concerned about the fear of labels by peers.

=> In working-class culture, masculinity is equated with being tough and doing manual work. Non-manual work, and by extension school work is seen as effeminate and inferior. They, therefore, don’t complete schoolwork to avoid being labeled.

21
Q

Describe the globalisation and decline of traditional men’s jobs.

A

=> Decline in heavy industries such as iron and steel due to globalization of the economy: manufacturing industry relocated to developing countries such as China to take advantage of cheap labor. These sectors traditionally employed men.

=> Now men may be experiencing an identity crisis.

=> Boys may now believe that they have little prospect of getting a proper job. This undermines their motivation and self-esteem so give up trying to get qualifications.

22
Q

Describe boys’ literacy.

A

=> Boys’ poorer literacy and language skills: One reason for this may be parents spending less time reading to sons. If mothers do most of the reading, it might become a feminine activity.

=> Leisure pursuits: football does little to develop language/communication skills. Girls’ bedroom culture is centered on staying in and talking with friends. This helps build communication skills, unlike sports.

=> Policies have been introduced to help boys.

23
Q

Describe moral panic about boys.

A

=> Critics of feminism argue policies promoting girls’ education are no longer needed: Ringrose argues a moral panic has started which reflects a fear that underachieving w/c boys will grow up to become dangerous unemployable underclass threatening social stability.

=> This has caused a shift in educational policy which is now preoccupied with raising boys’ achievement, leading to –ve effects:

1) Narrowing policy toward failing boys ignoring disadvantaged w/c and minority ethnic pupils.
2) It ignores other issues with girls such as sexual harassment, bullying, etc

24
Q

What does Read criticize about factors for boys’ underachievement? How does he test these claims?

A

=> She is critical of the claims that the culture of primary schools is becoming feminized and that only male teachers can exert the firm discipline that boys need to achieve.

=> She studied the type of language teachers use to express criticism or disapproval of pupils’ work and behavior, identifying two types of language or discourse:

1) A disciplinarian discourse – the teacher’s authority is made explicit and visible, for example, through shouting an ‘exasperated’ tone of voice or sarcasm (usually associated with masculinity).
2) A liberal discourse – the teacher’s authority is implicit and invisible. This child-centered discourse involves ‘pseudo-adultification’. The teacher speaks to the pupil as if they were an adult and expects them to be kind, sensible, and respectful of the teacher (usually associated with femininity).

25
Q

What was Read’s study?

A

=> Study of 51 primary school teachers (25 male and 26 female).
=> Found that most teachers used a masculine disciplinarian discourse to control pupils’ behavior.