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gender and education Flashcards

1
Q

what are the external reasons why there is a gender difference in education

A
  • the rise of feminism
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2
Q

what are the three parts of the rise of feminism

A
  • changing ambitions
  • changing employment
  • changing families
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3
Q

how have changing ambitions created a gender difference in education

A
  • sue sharpe – girls’ priorities in the 1970s were love and marriage whereas now this has changed to careers and independence
  • feminism made this possible through laws like the Equal Pay act
  • if girls are able to have ambitions then this provides them with more motivation to work hard in school
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4
Q

evaluation of the changing ambitions argument

A
  • sharpes research method involved studying magazines which is very outdated
  • there are other factors to why girls might perform better, ambition alone might not be enough
  • this doesnt explain why girls outperform boys
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5
Q

how have families changed

A
  • increased divorce rate
  • female headed lone parent families
  • increase in cohabitation
  • women are having less children
  • more women are staying single
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6
Q

how have changing families impacted educational differences between the genders

A
  • increase of lone parent female headed families show a female breadwinner role model
  • less children means that women have more of an opportunity to succeed by spending more time focusing on their careers
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7
Q

how has employment changed to become more equal

A
  • the equal pay act makes it illegal to pay women less than men for work of equal value
  • since 1975, the pay gap between men and women halved from 30% to 15%
  • some women are now breaking the glass ceiling
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8
Q

how has employment changed to become more equal

A
  • the equal pay act makes it illegal to pay women less than men for work of equal value
  • since 1975, the pay gap between men and women halved from 30% to 15%
  • some women are now breaking the glass ceiling
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9
Q

what are the 5 internal factors why there is a gender difference in education

A
  • equal opportunities policy
  • role models
  • coursework
  • selection and league tables
  • teacher attention
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10
Q

what are some equal opportunity policies

A
  • GIST (girls into science and technology), WISE (women into science and engineering) which aimed to encourage girls to get into careers in stem
  • the introduction of the national curriculum means that girls and boys now have to study majority of the same subjects
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11
Q

how have role models impacted educational achievement

A
  • there has been an increase of female teachers and headteachers compared to the past
  • this provides positive role models for girls
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12
Q

how might coursework impact educational achievement

A
  • gorad – found that the gender gap in achievement increased in 1988 when GCSE was introduced, most of these subjects included coursework
  • mitos and browne – girls do better than boys in coursework because they are more conscientious and organised
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13
Q

how has teacher attention impacted achievement

A
  • french and french – teachers paid boys and girls equal attention however boys received negative attention
  • francis – boys received more attention because they were disciplined more, teachers picked on them more and teachers had lower expectations of them
  • swann – boys dominate class discussions, whereas girls are better at listening and cooperating. teachers respond more positively to girls behaviour and therefore give them more encouragement
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14
Q

how does selection and league tables impact educational differences

A
  • girls are seen as more able students and therefore get recruited into better schools, meaning they receive better education
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15
Q

evaluation of the argument that ambitions have changed

A
  • biggart – found that working class girls are more likely to see motherhood as the only option, hence they see less of a point in achieving education
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16
Q

what are the four main reasons for the underachievement of boys

A
  • laddish subcultures
  • feminisation of schooling
  • literacy
  • globalisation
17
Q

how has the feminisation of schooling impacted male achievement

A
  • sewell – boys are underachieving because education has become feminised. school no longer embodies traditional masculine traits like competition and leadership
  • lack of male role models
18
Q

how do laddish subcultures impact boys underachievement

A
  • francis – boys are concerned about being labelled as smart by their peers as this threatens their masculinity, working class subcultures see non manual work as feminine
  • epstein – pro school working class boys were likely to be harassed, labelled as ‘gay’ and subjected to verbal abuse by their peers
19
Q

how has globalisation led to the underachievement of boys

A
  • manafacturing industries have relocated into development countries which has led to the decrease in traditional male jobs in the UK
  • some sociologists argue that the decline in heavy industry employment has led to an identity crisis amongst males
  • many boys now believe that they do not have a chance of getting a job and therefore have less motivation to get qualifications
20
Q

how does literacy impact boys’ underachievement

A
  • parents spend less time reading to their sons because they see it as a feminine activity
  • boys leisure interests (sport and computer games) do not encourage communication and language skills whereas girls bedroom culture does
21
Q

what are the different ‘gender routes’ students go down

A
  • vocational courses – gender differences are most present, with only 1% of construction apprentices being female
  • post 16 education – there is more choice available so bigger gender differences appear
  • national curriculum – most subjects are compulsory, but where possible, girls and boys choose differently (girls choose food tech, boys choose woodwork)
22
Q

what are the five possible explanations for the gender differences in subject choice

A
  • early socialisation
  • gender identity and peer pressure
  • gender domains
  • gendered subject choice
  • gendered careers
23
Q

how might early socialisation explain the gender differences in subject choice

A
  • from an early age, boys and girls are dressed differently and given different toys to play with
  • byrne – teachers encourage boys to be tough, whereas they expect girls to be quiet and helpful
  • murphy and elwood – boys read information books whereas girls read stories
24
Q

how might gender identity and peer pressure explain gender differences in subject choice

A
  • boys and girls pressurise each other to conform to gender stereotypes
  • boys often opt out of music because of the negative peer response and girls opt out of sport fearing the accusations of being called butch
25
Q

what are gender domains and how might they impact gender differences in subject choice

A
  • activities are activities that are seen as either male or female (cooking is seen as a female activity)
  • gender domains are set during primary socialisation
  • Browne and Ross – when girls and boys were set open-ended tasks such as designing a boat, boys design battleships and girls design cruise ships
26
Q

how do gendered subject images explain gender differences in subject choice

A
  • subjects have a gendered image which are either seen as male or female
  • for example, science is mainly taught by men and textbooks contain more male subjects and images
  • as a result, it is seen as a male subject and more boys take it
27
Q

how do gendered careers explain gender differences in subject choice

A
  • many jobs are either seen as male or female and tend to be dominated by one gender
  • nursing is dominated by women but construction is dominated by men
28
Q

how might school enforce gender and sexual identities

A
  • connell – schools produce ‘hegemonic masculinity’, (dominance of the heterosexual masculine identity and the subordination of female and gay identities)
  • feminists argue that experiences in school act as a form of social control to reproduce patriarchy
  • mac an ghaill – anti school working class boys use verbal abuse to reinforce their definitions of masculinity. they called other WC proschool boys ‘dickhead achievers’
  • lees – boys called girls slags if they appeared sexually able, but there was no equivalent for boys

Education (6 decks)

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