Gender- Harrison Flashcards
EXTERNAL
Francis
2001
• interviewed girls on their career aspirations
• due to hight employment opportunities
• extremely ambitious
• aim for “high professions”
EXTERNAL
Key point
• women perceived different in contemporary society
• ambitions of women bigger and more adventurous
EXTERNAL
Sharpe
Just like a girl- girls priorities
1976- love, marriage, children, career
1994- career, independence, then maybe relationship
EXTERNAL
McRobbie
Magazines
1970s- emphasise importance of marriage
NOW- priorities changed and women faces with more positive role models
within the media
EXTERNAL
Lobann
Story books
F- dependant, passive, quiet, sensible
M- active, adventurous, independent, boisterous
EXTERNAL
Mitsos & Browne
Growing service sector
Created ‘feminised’ career opportunities
Healthcare, teaching, hospitality, childcare professions
EXTERNAL
Webb et al
- women in employment
1959- 47%
2001- 70%
Pay gap since 1975
30% - 17%
More women are breaking through the “glass ceiling effect”
Key policies
1975 sex discrimination act
1969 abortion reform act
1970 divorce reform act
1979 equal pay act
INTERNAL- Mitsos & Browne
Girls more suited to coursework
INTERNAL- selection and league tables
Schools favour girls because the achieve better
View boys as a liability
Radical feminists- Elwood
Exams are more important than coursework - argument of coursework is flawed
Criticism- labelling and stereotypes
Don’t always stick
(Too deterministic)
INTERNAL- Lobann
Out of 179 stories used in primary schools, females were usually presented in traditional domestic roles
INTERNAL- equal opportunities policies
WISE- women in science and engineering
GIST- girls in science and technology
The Education reform act 1988(national curriculum)- m and f study the same core subjects= more meritocratic compete in equal terms
INTERNAL- Weiner
Teachers are challenging gender stereotypes more than ever e.g. sexist images have been removed from text books & there is more positive female imagery in resources.
INTERNAL- positive role models
More & more women are taking up positions of high representative within
education system (head teacher roles)
Primary Schooling is a ‘Feminised’ system which instil notions of ‘Gender Domain’ within young pupils from a very early age
Female pupils have more positive role models within the education system and externally
INTERNAL- Gorard (2005)
The ‘Gender Gap’ in success rates increased dramatically in the academic year 1988/9. This coincides with the introduction of GCSEs which brought with it more coursework based assessments.
The ‘Gender Gap’ is a
‘Product of the Changed
System of Assessment
INTERNAL- Gcses and coursework
Mitosis & Browne (1998)
• Girls spend more time on their work.
• Girls develop better speaking & listening skills - particularly useful for oral exams.
• Girls take more care in presentation.
• Girls are more organised than boys.
Notes that girls mature quicker than boys
INTERNAL- Spender
found that boys actually received more attention in the classroom than girls
INTERNAL- Francis
(2001):
Found that this was because boys were more likely to be disciplined than girls and therefore the attention is not always productive
INTERNAL- GRODDAL
(1994):
Boys are more likely to attract the teacher’s attention as they are more boisterous & disruptive.
INTERNAL- Swann
(1998):
Boys dominate discussions
whereas girls are more likely to work quietly.
INTERNAL links
Link to:
> Becker (1971), Circourel & Kitsuse (1963), Rist (1970):
Labelling Theory & the Halo
Effect
> Rosenthal &
Jacobson (1968):
The Self-Fulfilling
Prophecy
Poor male literacy
• Gender gap is result of poor literacy
• Reading is feminised
• Boys are socialised to be active
Decline is manufacturing
Masculine jobs moved abroad so low employment opportunities for male workers
Mitosis and browne- crisis of masculinity
Feminisation of education - Sewell
Sewell (2006):
Argues that education has become ‘feminised’ & do not nurture masculine traits.
Shortage of male primary school teachers
Lack of positive make role models:
> DfES (2007): 16% of P.School teachers are male.
> Yougov (2007) 39% Of 8-11 year-olds have no male teachers
Overestimating own ability - Barber
Boys tend to over estimate their own ability, girls underestimate
Stanworth
Boys more likely to blame lack of effort on teachers for their failure instead of lack of ability
Licht & Dweck
Support. Girls are much less confident than boys
Laddish subcultures- Epstein
Epstein (1998)
(WC) Boys are likely to be called ‘Sissie’ or ‘Swots’, as well as be subject to homophobic harassment if they are seen to be doing their work.
Masculinity is viewed negatively within education
Francis (2001) supports this view by pointing out that boys often get labelled as swots by their peers, this leads them to reject the culture & values of education system
Link to Willis
(1977) -
Learning to
Labour
values of the education system.
Key policies
• The raising boys achievement project
• The national literacy strategy
• The reading champions scheme
• Playing for success
• Dads and Sons Campaign
Connolly- the interactions effect
Link with intersectionality
•class, gender, ethnicity
Don’t group all boys together
MC, Indian boys overachieving
Paetcher
Paetcher (1998)
›girls who choose sport = stigmatised
> peer pressure has high influence
Elwood
Differences in socialisation- diff artitudes towards subject choices
Boys read info / giris read novels
Carol Ross- boys don’t cry
›social isaticn reinforces gender domains - each gender feels more confidents in their domain - different subject choices
Godard and spear
42% agreed a woman’s career is not as important as a man’s
