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Sociology - Education > Gender > Flashcards

Gender Flashcards

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Sociology 101 flashcards
1
Q

Give the gap between boys and girls at primary school and GCSE

A

Primary school - Girls do better consistently especially in English
GCSE - the gender gap is 10 percentage points when in 1986 it was 1 or 2

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2
Q

What are the 4 external factors for girls achievement?

A

The impact of feminism
Changes in family
Changes in employment
Girls’ changing ambitions

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3
Q

How has the impact of feminism improved girls’ achievement?

A

Equal Pay Act 1970 and Sex Discrimination Act 1975 improved opportunities and challenged the role of women

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4
Q

Give 2 statistics about changes in the family

A

Increase in divorce led to 10 times more female lone parent families than men

Women are having fewer kids as 1.8 was the average in 2011

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5
Q

Give a statistic on change in women’s employment

A

Since 1975 the pay gap is dropped from 30% to 17%

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6
Q

Who did interviews in the 1970s and 1990s on girls changing ambitions?

A

Sharpe - found that in the 70s girls had low aspirations and viewed ambition as unfeminine whereas in the 90s girls wanted to support themselves

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7
Q

Who studied how not every girl’s ambitions had changed (working class)?

A

Biggart - working class girls are unlikely to have a stable career so see motherhood as the only viable option

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8
Q

Give the 6 internal factors for girls’ achievement

A 
Equal opportunities 
Positive female role models
Challenging curriculum stereotypes
Teacher attention
GCSE and coursework 
Selection and League Tables
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9
Q

How has the government promoted equal opportunities for girls achievement?

A

The Education Reform Act 1988 made a national curriculum so everyone took the same subjects

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10
Q

How do positive female role models improve girls achievement?

A

The women are educated and have middle class jobs which encourages young girls

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11
Q

What did Weiner say about challenging curriculum stereotypes?

A

Boys and girls are both presented as intelligent in textbooks and teachers vocally challenge stereotypes

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12
Q

Which 2 researchers studied how teachers respond to boys and girls in class?

A 
Swann - boys dominate class discussions and often interrupt whereas girls prefer group work and turn taking 
French and French - boys receive more negative attention from teachers and feel picked on
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13
Q

Mitsos and Brown found 3 reasons why girls have an advantage in coursework what were they?

A

They spend more time and effort
They meet deadlines
They have a longer attention span

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14
Q

Who says that marketisation has made girls more appealing than boys?

A

Slee - boys are 4 times more likely to be excluded and have behavioural issues so are seen as liability students compared to girls who maintain the reputation of the school

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15
Q

What are the two feminist views of girls achievement?

A

Radical feminists - a lot is still unequal like more men in senior school positions, sexual harassment and representation in the syllabus
Liberal feminists - celebrate the progress made and encourage continued equality policy

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16
Q

Which sociologist studies the conflict between working class girl identities and educational success?

A

Archer

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17
Q

What 3 things does symbolic capital consist of for working class girls?

A

Hyper-heterosexual feminine identity
Boyfriends
Being “loud”

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18
Q

Describe the hyper heterosexual feminine identity and how it affects working class achievement

A

Girls who spend a lot of time and money on appearance - usually sportswear, skimpy clothing, make up and jewellery. These things are often banned and looked down upon in schools which is BOURDIEU’S symbolic violence

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19
Q

Describe how boyfriends affect working class girls’ achievement

A

They distract them from education and leads them to aspire to settling down instead of pursuing a career. Also girls may get pregnant and be forced to drop out

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20
Q

How does being “loud” affect working class girls’ achievement?

A

They are outspoken and assertive which doesn’t fit the school’s view of the ideal quiet desexualised female pupil - so they are labelled as aggressive and disruptive which affects their education

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21
Q

Who studied working class girls’ conflict between success and “caring”?

A

Evans - studied 21 working class girls in south London who were intelligent enough to go university but wanted to do so just to support their families back home. Also those who wanted to stay at home limited their choice.

22
Q

What are the two external factors for boys’ underachievement?

A

Boys’ Literacy

Globalisation

23
Q

Who argues that boys’ literacy is the main external factor for boys’ underachievement?

A

The Department for Children, School and Families - it is due to reading being done by mothers and seen as feminine and sport activities not improving language skills like girls’ “bedroom culture”

24
Q

What is evaluation for boys’ literacy as an external factor?

A

That the government has created policies to combat it like Dads and Sons encouraging a more active role in education and Reading Champions

25
Q

What external factor do Mitsos and Brown think is responsible for boys’ underachievement?

A

Globalisation - because manual masculine jobs have been taken abroad to take advantage of cheap labour - there is a “male identity crisis” as they do not view any other job gained in school as a proper job.

26
Q

What is evaluation for glabalisation as an external factor for boys’ underachievement?

A

Those jobs never needed qualifications anyway so it probably has little affect on boys’ achievement in education

27
Q

Give the 3 internal factors for boys’ underachievement

A

Feminisation of education
Laddish subcultures
Shortage of male primary school teachers

28
Q

Who spoke about the feminisation of education?

A

Sewell - he says boys fail because masculine traits like competitiveness and leadership are not appreciated like the feminine traits like methodical working and attentiveness

29
Q

Which internal factor does Francis study for boys’ underachievement?

A

Laddish subcultures - says that masculinity is associated with manual work so studying is seen as effeminate and boys who do so suffer homophobic bullying

30
Q

What is the moral panic surrounding boys?

A

Hysteria that girls have far surpassed boys

31
Q

How does a shortage of male primary school teachers affect boys’ achievement?

A

Female teachers are unable to control male pupils whereas male teachers impose stricter discipline which makes boys concentrate

32
Q

Give 2 sociologists who evaluate the shortage of male primary school teachers on boys’ achievement

A

Reed - studied 51 primary school teachers both male and female and found they all used strict discipline so gender was irrelevant.
Haase - despite there being more female teachers education is still a masculinised structure with men in the senior positions

33
Q

What is the moral panic surrounding boys?

A

Hysteria that girls have majorly surpassed boys

34
Q

Why does Ringrose say is the reason for moral panic?

A

That low achieving working class boys will become an unemployable underclass that threatens social stability

35
Q

What does Osler say are the negative consequences of moral panic surrounding boys?

A

Focus on boys detract from girls’ issues because when boys disengage in school it is usually in a loud, attention-seeking way whereas girls are usually more quiet so teachers don’t notice. Like there is a scheme for male exclusions but girls’ exclusions especially internal ones are increasing quicker but are ignored.

36
Q

Give examples of difference in gender subject choice at school, A Level and Vocational courses

A

While D.T is compulsory at school but girls choose food tech and boys choose woodwork.
Boys lean towards natural science a levels like maths and physics while girls prefer English and Sociology.
Boys choose masculine vocations like engineering while girls choose feminine vocations like childcare.

37
Q

Give the 5 reasons why girls and boys choose different subjects

A

Socialisation, subject image, peer pressure, career opportunities and class

38
Q

How do Murphy and Ellwood say socialisation enforces gender choice?

A

Parents give boys books more geared towards information or non-fiction whereas they give girls fiction which influences science or humanity choice.

39
Q

Who talks about how the subject image of science affects subject choice?

A

Kelly - science has largely male teachers, involves practical environments which boys can run and is more traditional learning not group work that girls prefer

40
Q

How does Dewar say peer pressure affects subject choice?

A

Girls who like sport in state schools are often labelled as ‘butch’ or ‘lesbians’ which is why in private schools more girls pursue sport due to the lack of male peer pressure

41
Q

What does Fuller say about how class affects subject choice?

A

In her study girls leaned towards vocations like childcare or health and beauty which reflects their working class habitus as they are seen as female jobs. Also their guidance counsellors usually guided them towards these careers rather than higher education.

42
Q

How do career opportunities affect subject choice?

A

50% of female jobs fall under clerical, secretarial, personal services and cleaning so these are what women aspire to and it can put men off from careers dominated by women.

43
Q

Give 2 advantages and disadvantages of researching subject choice

A

Ad - quantitative data is recorded easily - reliable
Ad - Data isn’t sensitive - easy access
Disad - The data doesn’t include reasons behind choices - less valid
Disad - Teachers may not know or want to admit that they give gendered advice - less valid

44
Q

What are the 6 ways in which gender identity is enforced in school?

A 
Double Standards
Verbal Abuse
The Male Gaze
Male Peer Groups
Female Peer Groups 
Teachers
45
Q

What double standard does Lees point out enforces gender identity?

A

Boys who have sex gain status and can brag to their peers for respect. Whereas girls are labelled as ‘slags’ if they sleep with more than one person or if they dress in a revealing way.

46
Q

Give 2 researchers who studied verbal abuse as a way of enforcing gender identity?

A

Lees - Girls are called either slags or drags based on their appearance
Parker - Boys are labelled as gay for having female friends and it has no relation on their sexual behaviour only as a way to enforce gender norms

47
Q

Which sociologist talks about how the male gaze enforces gender identity?

A

Mac an Ghaill - the way male pupils and staff look girls up and down means they are viewed as sexual objects. And this form of surveillance reinforces heterosexual masculinity and devalues femininity.

48
Q

What contrasting gender identities do Archer and Reay say female peer groups create?

A

Archer - says girls gain symbolic capital in their groups through the hyper-heterosexual feminine identity
Reay - says some female peer groups instead conform to school’s boffin identity to succeed at school through being desexualised and not interested in fashion.

49
Q

Which sociologist talks about how male peer groups enforce gender identity?

A

Epine and Willis - In anti-school subcultures wanting to do well at school is seen as effeminate or gay

50
Q

How do Mac an Ghaill and Askew and Ross explain how teachers enforce gender identity?

A 
Mac an Ghaill - Male teachers tell boys off for 'acting like girls'
Askew and Ross - when children are disruptive in a female teacher's class a male teacher would often come and rescue them showing that women are not as authoritative as men.
51
Q

Give 2 issues when researching gender identities in education?

A

Gender of the researcher - women may be patronised and men may seem intimidating
Some people may not even be aware they are enforcing gender identities - less valid

Sociology - Education (5 decks)

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