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Sociology P1 - Education > Gender > Flashcards

Gender Flashcards

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1
Q

What are the 4 External explanations for?

A

1- The impact of feminism
2- Changes in the family
3- Changes in women’s family
4- Changing social attitudes, perceptions and ambitions

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2
Q

External
1- The feminist movement and women’s rights

A

SHARPE- girls priorities had changed from love, marriage etc to career and independence
MCROBBIE- magazines have changed, don’t emphasise the importance of marriage
- more positive role models in the media

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3
Q

Acts involved in the feminist movement and women’s rights

A

1975 Sex Discrimination Act
1969 The Abortion Reform Act
- not trapped into having a family, allowed family planning to focus on career
1970 Divorce Reform Act

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4
Q

What are the disadvantages of the feminist movement and women’s rights?

A

Only benefits middle class girls

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5
Q

External
2- Changes in the family

A

LOBBAN- story books
- females portrayed as dependent, passive quiet and sensible
- boys more adventurous, independent etc

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6
Q

Primary socialisation`

A

Traditional ‘female’ socialisation is more suited to education than typical ‘male’ suited

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7
Q

What are some examples of changes in the family?

A
  • increased divorce rates
  • decline in marriage rate
  • decline in birth rates
  • increase lone-parent households
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8
Q

What are the evaluations of 2) Changes in the family?

A

LIC- lone-parents mothers, poverty and deprivation
- boys and girls underachieve

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9
Q

External
3- Employment opportunities for women

A

MITSOS & BROWNE- growing service sector has created ‘feminised career opportunities’
FRANCIS- interviewed girls about their career aspirations , increased employment opportunities, more ambitious and aim for high professions

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10
Q

Statistics by WEBB ET ALL

A

Women in employment has increased
- 1959 47%, 2007 70%
Pay gap has fallen
- 30-17% since 1975
More women are breaking the ‘glass ceiling effect’
- more managerial roles

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11
Q

What Acts are involved in 3) Employment opportunities for women?

A

The 1970 Equal Pay Act
The 1975 Sex Discrimination Act
- prohibits in the workplace

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12
Q

Evaluation of 3- Employment opportunities for women

A

Higher education is overexaggerated, everyone gets a degree
- hard to become employed
- low paid, unskilled jobs

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13
Q

External
4- Changing social attitudes, perceptions and ambitions

A

1,2,3,4 all add weight to the argument that women are being perceived differently in contemporary society and that he ambitions of women are becoming bigger and more adventurous
= increased educational success of females

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14
Q

What are the internal/inside school explanations?

A

1) Equal opportunities policies
2) Positive Role Models in schools
3) GCSEs and coursework
4) Teacher attention, stereotyping and labelling
5) Selection and league tables

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15
Q

Internal
1) Equal opportunities policies

A

Education system has become much more gender aware
WISE and GIST
- encourage females to enter subject areas that are traditionally dominated by males which has opened up employment opportunities in ‘male stream’ careers
The Education Reform Act 1988
- national curriculum
- study the same core subjects, ore meritocratic to compete on equal terms

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16
Q

Internal
2) Positive Role models in schools

A

WEINER- teachers are challenging gender stereotypes, sexist images removed from textbooks, more positive female imagery
- more positions of high responsibility

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17
Q

Evaluation of Positive role models in schools

A

Primary schooling has become ‘feminised’
- may instil notions of ‘gender domains’ within young people from a very young age
X boys have less role models

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18
Q

Internal
3) GCSEs and coursework

A

Assessments may favour females rather than males
GORARD- ‘gender gap’ success rates increased dramatically which coincides with the introduction of GSCEs and coursework based assessments

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19
Q

What is the gender gap a product of?

A

The changed system of assessment

20
Q

What do Mitsos and Browne say that supports the view that girls are better suited to coursework than boys?

A
  • girls spend more time on their work
  • girls take more care in presentation
  • girls are more organised than boys
  • girls develop better speaking and listening skills, useful in oral exams
21
Q

Internal
4) Teacher attention, stereotyping and labelling

A

SPENDER- boys received received more attention in the classroom than girls
FRANCIS- boys more likely to be disciplined so attention is not always productive
GRODDAL- boys are more disruptive and boisterous, more attention
SWANN- boys dominate discussions, girls work quietly

22
Q

Links to Teacher attention etc

A

BECKER- Labelling theory and halo effect
KEDDIE- unequal access to classroom knowledge
ROSENTHAL N JACOBSON- Self-fulfilling prophecy
HARGREAVES, BALL, LACEY- Anti-school subcultures

23
Q

5) Selection and League tables

A

Marketisation and selection policies
1988 Education Reform Act
- ‘market principles’ instigated competition to raise standards

24
Q

What impact did formula funding and league tables have on education?

A
  • puts pressure on schools to perform
  • schools favour girls as they achieve better results
  • boys seen as liabilities
  • best schools can be more selective and recruit more girls, SFP might kick in
25
Q

Why do liberal feminists see the ‘improvements’ as a positive step?

A

It breaks down gender inequality within the education system arguing that it shows that meritocracy is a reality
- link to functionalism

26
Q

Why do radical feminists criticise it?

A

X sexual harassment still continues
X females subject choices are still restricted
X male teachers are more likely to be head teachers
X history subjects are ‘women free zones’

27
Q

Jannette Elwood
other criticisms of internal factors

A

JE X exams are more important than coursework
X assumes labels always stick- deterministic
X females are still generally paid less in employment

28
Q

Explaining male underachievement

A

1- poor male literacy
2- deindustrialisation
3- feminisation of education
4- shortage of male primary school teachers
5- laddish subcultures
6- overestimating own ability
7- subject choice and identity
8- policies
9- socialisation
10- gender identity and image
11- gendered career opportunities
12- peer pressure
13- male peer groups
14- teachers and discipline
15- the male gaze
16- double standards
17- the hidden curriculum
18- verbal abuse

29
Q

1- poor male literacy

A

Department- children, schools, families (2007)
- result of gender gap
- reading is feminised
- boys socialised to be active

30
Q

2- deindustrialisation

A

decline in manufacturing
- employment opportunities hampered
- ‘masculine’ jobs moved abroad
MITSOS N BROWNE
- crisis of masculinity

31
Q

3- feminisation of education

A

SEWELL 2006
- education has become feminised
- does not nurture masculine traits

32
Q

4- shortage of male primary school teachers

A

Lack of positive role models
DfES (2007)- 16% of school teachers are male
YOUGOV (2007)- 39% of 8-11 yr olds have no male teachers

33
Q

5- laddish subcultures

A

EPSTEIN- WC ‘swot’ , subject to homophobic harassment when seen to be doing their work
- ‘masculinity’ viewed negatively within education
FRANCIS
- reject culture & values of ES as a result

34
Q

6- overestimating own ability

A

Licht & Dweck
- girls are less confident than boys
Barber
- boys overestimate whereas girls underestimate
Stanworth
- boys more likely to blame lack of effort or teacher failure instead of their own lack ability

35
Q

7- subject choice and identity

A

Wikeley- girls choose different subjects wherever possible
- apparent in post-compulsory education
in 2007, 1/100 construction students were female showing a divide in vocational areas

36
Q

8- policies

A
  • National literacy strategy
  • Playing for success
  • Dads and Sons campaign
  • Reading champions scheme
  • Raising boys achievement project
37
Q

9- socialisation

A

Oakley- learning beh expected, shaped into gender roles
Elwood- B, text info G, novels = different attitudes
Delamont- G, cuddled, fragile B, play fight
Ross- S reinforces gender domains, more confident in expected domain
Murphy- design boast n advert= sport n family

38
Q

10- gender identity and image

A

Kelly - science for girls
- more male science teachers
- textbooks draw on boys experiences n interests
- boys monopolise apparatus n equipment
Colley
- ICT seen as masculine
- machines part of male gender domain
- methodical appeals to boys

39
Q

11- gendered career opportunities

A

Connel
- schools reinforce hegemonic masculinities
= subordination of female n gay identities
- subject choice influenced by gender employment patterns
- males heavily involved in practical, vocational areas

40
Q

12- peer pressure

A

Peatcher- girls who choose sport are stigmatised because sport is in the male gender domain
- peer pressure exerts a huge influence of subject choice
Dewar- US study
- girls labelled lesbian or butch
- less likely in same-sex schools

41
Q

13- male peer groups

A

Mac n Ghaill, Epstein, Willis
- evidence of male anti-school subcultures
- anything other than masculine values were ridiculed and devalued

42
Q

14- teachers and discipline

A

Mac n Ghaill
- male teachers subtly tease male pupils for ‘behaving like girls’
- more likely to simply accept bad language from males

43
Q

15- the male gaze

A

Mac n Ghaill- MP and MT perceive female pupils and colleagues from a typically hegemonic masculine perspective
- sexual objects
- feminine attributes become devalued

44
Q

16- double standards

A

Lees- male ‘liberal’ sexuality s celebrated
- female sexual experiences labelled as ‘promiscuity’, negatively
- restricts female behaviour and expression

45
Q

17- the hidden curriculum

A

TEXTBOOKS
Deem- history
Lobban- women in domestic tasks
LANGUAGE
- generic use of ‘he’
Spender- fundamental male bias
ORGANISATION
- hierarchy, women have a lower status
- more women in primary schools, low pay, skill
TEACHERS ATTITUDES
- affect how they treat pupil
- 42% W career not as important as mens
INTERACTIONS
Spender- B received 58% of her time
Stanworth- encourage position of being 2nd best

46
Q

18- Verbal abuse

A

Paetcher n Dewar, same
- anything out of gender domains ridiculed
- lessened in same-sex schools, gender stereotypes are not so rigid

Sociology P1 - Education (10 decks)

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