Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Sociology Education > Gender > Flashcards

Gender Flashcards

You may prefer our related Brainscape-certified flashcards:
Sociology 101 flashcards
1
Q

Gender patterns

A

Key stages 1-3 girls consistently better
GCSE girls 10% points ahead
A Level girls more likely pass/higher grades
More girls go higher education

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

External factors for improvements

A

Influence of feminism
Girls changing perceptions and ambitions
Changes in the family
Changes in women’s employment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

How has the influence of feminism led to change

A

Rejecting traditional stereotypes of women inferior in home/work
Impact womens rights and opportunities e.g. Equal pay, outlawing rape in marriage
Affected self image and aspirations motivating to do well

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Why did Sharpe argue there was a change in girls perceptions and ambitions

A

W.C. Girls 70s priorities: love, marriage, children, job, careers
Saw future terms domestic role
90s priorities: careers and independence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Why did Francis argue there was a change in girls perceptions and ambitions

A

Girls higher career aspirations
Need educational qualifications
Impacts positive attitude

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Why did Beck and Beck-Gernsheim argue there was a change in girls perceptions and ambitions

A

Independence valued more

Career part of a woman’s life project

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Why did Fuller argue there was a change in girls perceptions and ambitions

A

Girls aimed professional career to support themselves

Many w.c. Girls with poor job prospectus stereotyped aspirations = attainable traditional identity offering status

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Outline changes in the family impacting girls improvements

A

Increase divorce - 40% marriages
More LPF - 90% female headed
More cohabitation, decrease 1st marriages
Smaller families, more women staying single
Changes mean women need more economic opportunity to survive independently - more motivation do well

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Changes in womens employment affect girls educational success

A

More employment opportunity
Womens employment risen
Changes in law: Equal Pay Act 1970, Sex Discrimination Act 1975
Since 1975 pay gap between genders 1/2
More incentive see future in paid work = more incentive gain qualifications

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What are the statistics to show employment has risen in women

A

under 1/2 married women 50s, 3/4 today

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Internal factors affecting success for girls

A 
Equal Opportunities Policies 
Role Models
Coursework 
Stereotypes in Materials 
Teacher Attention
Selection and League Tables
Identity Class and Girls Achievement
Success w.c. Girls
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What are the equal opportunities policies improving girls education

A

GIST and WISE encourage girls in to science and technology
National Curriculum 1988 - largely study same subject
Result now more meritocratic. Girls equal opportunities able to do better

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Evaluation of equal opportunities policies

A

When choice comes along boys and girls diverge from socialisation to certain roles

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What are the role models improving girls education

A

More female teachers and headteachers - positive pro-educational role models
Presence ‘feminises’ learning environment and encourages girls see school part of gender domain.
Perceive educational success desirable feminine characteristic

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Evaluation of role models

A

Is feminisation not just creating a disadvantage for boys ???
Reversing inequality ???
Not meritocratic ???

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

How is coursework improving girls education

A

Mitsos and Browne: girls do better more organised and conscientious
Mature earlier, concentrate for longer
Gorard: gender gap achievement increased when GCSEs introduced 1988, coursework major part of subjects

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Evaluation of role of coursework

A

Elwood: exams have more influence on final grades, so the introduction of coursework had limited effect on gender differences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

How is stereotypes in learning materials improving girls education

A

studies reading schemes, textbooks past women underrepresented, subordinate, in domestic roles
1980s - sexist images removed and replaced more positive images females, impact girls’ perception what women can do and raise aspirations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Where can stereotypes in learning materials link to

A

LINK TO EQUAL OPP AND IMPACT FEMINISMo

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

How is teacher attention improving girls education

A

Early studies - Spender teachers more time interacting with boys
French and French similar amounts attention academic reasons. Boys more attention = more punishments
Francis: boys discipline harshly, felt picked on

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

What does Swann say to support teacher attention

A 
Swann
Boys dominant class discussions, girls prefer group work, better at listening and cooperating. Favours with teachers respond and encourage girls
22
Q

How are selection and league tables improving girls education

A

Marketisation policies e.g. League tables competition between schools. Incentive recruit more able students boost results and table position

23
Q

How does Selection and League Tables link to girls

A

Girls more successful = more attractive

Girls more likely places in successful schools = better education

24
Q

Feminist view on selection and league tables

A

Liberals - welcome progress

Radical - remains patriarchal e.g. Sexual harassment, Limits choices

25
Q

How is identity, class and girls achievement improving girls education

A

Archer: conflict feminine identities and schools habitus

Gain symbolic capital through peers or conform m.c. Ideals

26
Q

What are the outcomes of identity, class and girls achievement improving girls education

A

Hyper Heterosexual Feminine Identity = glamorous, earn capital through peers = school conflict over appearance. School symbolic violence
Boyfriends = capital get in way of work and lower aspirations
Being loud = outspoken, assertive, teachers see it as aggressive
Ladettes = tomboy ‘nike’ identity, sporty, truanting getting excluded

27
Q

How is successful w.c. Girls improving girls education

A

Evans: girls want to go uni increase earning and help family
Chose live at home reflecting w.c. feminine habitus
Debt averse limited choices and future

28
Q

Factors affecting boys under achievement

A 
Literacy 
Feminisation of schooling
Lack male role models at home
Globalisation decline traditional jobs 
Laddish subcultures 
Policies
29
Q

How does literacy impact on boys underachievement

A

Parents spend less time reading to sons = mainly mothers who read ‘feminine activity’
Boys leisure activities dont encourage language and communication, girls ‘bedroom culture’ does
Language most important subject

30
Q

How does globalisation and decline traditional mens jobs impact on boys underachievement

A

80s globalisation led manufacturing industry relocating developing countries
Decline male employment ‘male identity crisis’
Believe little prospect = cease getting qualifications

31
Q

Evaluation of globalisation and decline of traditional mens jobs

A

Traditional mens jobs need few qualifications, unlikely disappearance these jobs affect motivation obtain qualifications

32
Q

How does feminisation of schooling impact on boys underachievement

A

Sewell: education feminised, no longer nurturing masculine traits e.g. Competitiveness or leadership
Assessment feminised: coursework
Lack male primary school teachers

33
Q

Statistics on lack of male primary school teachers to support feminisation of schooling

A

1 in 6 teachers men
Over 60% 8-11yr old bogs gave no lessons with male teachers
Impression education feminine

34
Q

Evaluation of feminisation of schooling

A

Read: women exert same disciplinary discourse as men

Disproving only male teachers provide strict classroom culture

35
Q

Counter argument for evaluation of feminisation of schooling

A

Female teachers may adopt masculine discipline traits but is it effective

36
Q

How does lack male role models at home impact on boys underachievement

A

Increase female headed LPF
Many boys grow up lacking positive male role model
Less likely see value employment and therefore qualifications

37
Q

How does laddish subcultures impact on boys underachievement according to Francis

A

Francis: more concerned about being labelled swots, threatens masculine identity. W.c. Culture non-manual work (incl. schoolwork) inferior

38
Q

How does laddish subcultures impact on boys underachievement according to Epstein

A

Pro-school w.c. bogs likely be harassed, labelled gay, subjected verbal abuse
Girls move traditional masculine areas
Boys more laddish identify non-feminine and leads underachievement

39
Q

Evaluation of laddish subcultures

A

Connolly certain combinations of gender and class more effect on achievement

40
Q

Policies to raise bous achievement

A

Use leisure interests and famous role models e.g. Raising Boys Achievement Project, Reading Champions Scheme

41
Q

Evaluation of research boys under achieving

A

Moral Panic about boys - Ringrose neglects problems faced by girls

42
Q

Patterns gender and subject choice

A

Different gendered routes
National curriculum - where can pick differently e.g. DT
Post 16 Education - more choice, bigger difference boys - science girls - english
Vocational - 1% construction apprenticeships male

43
Q

Explaining gender differences in subject choice

A 
Early socialisation
Gender domains
Gendered subject image
Gendered careers
Gender identity and peer pressure
44
Q

How does early socialisation explain gender differences in subject choice

A

Learning behaviours expected
Family from early age dressed differently, different toys, boys rewarded being active, girls passive
School: teachers encourage boys be tough girls clean, quiet (Byrne)
Leisure reading boys chose hobby and info texts = prefer science. Girls about people = english (Murphy and Elwood)

45
Q

How does gender domains explain gender differences in subject choice

A

Tasks/activities male/female territory e.g. Caring elderly = female
View shaped early experiences and expectations of adults

46
Q

How does Browne and Ross support gender domains

A

Browne and Ross

When set open-ended tasks e.g. Designing a boy boys designed battleships, girls cruise boats

47
Q

How does gender domains affect subject choice

A

Feelings part of female domain = females choose humanities/English
How things work part male domain = males choose science

48
Q

How does early gendered subject explain gender differences in subject choice

A

Link to gender domain
Subjects gender image - male or female
E.g. Science taught by men, textbooks traditionally uses boys’ interests as examples
Seen masculine subject, part male gender domain = mainly taken by boys

49
Q

How does gendered careers explain gender differences in subject choice

A

Many jobs seen either mens or womens
Dominated 1 gender
W.c. may make decisions about courses based on traditional gender identity

50
Q

How does gender identity and peer pressure explain gender differences in subject choice

A

Others pressure individuals to conform
Boys opt our music = negative peer response
Girls pick sport = ‘butch’ ‘lesbian’
Link with subject image and gender domain = sport seen masculine, music feminine

Sociology Education (6 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions