Gender and education Flashcards
Do teachers spend more attention on boys or girls and why?
Research shows that boys tend to receive more attention from teachers, but much of it is focused on discipline and behaviour, while girls often receive praise for their effort and organisation.
This can reinforce the stereotype that boys are disruptive and girls are diligent.
What did Francis (2000) discover?
(gender in the classroom)
Francis found that teachers frequently perceive boys as less academic, which can shape their expectations.
What did Swann and Graddol (1994) discover?
(gender in the classroom)
Swann and Graddol noted that teacher interactions with girls were more positive and focused on academic feedback.
Gendered differences in achievement.
(gender in the school)
In recent years, there has been increasing attention on how gendered differences in achievement are influenced by curriculum content, teaching methods, and policy changes.
Some aspects of the curriculum are traditionally more focused on boys or girls.
For instance, PE and DT have often been seen as male-dominated subjects, while subjects like English and Art have been associated with females.
This gender stereotyping in subjects can lead to an unequal experience for boys and girls, shaping their future educational and career choice.
How do we address the disparities in schools?
(gender in the school)
To address these disparities, there have been key policy initiatives such as GIST and WISE. These programmes were introduced to encourage girls to pursue subjects like STEM, which were traditionally dominated by boys.
Studies have shown that these policies have had a positive impacts on girls’ participation in STEM subjects, challenging gender stereotypes and offering more diverse career opportunities.
Sue Sharpe’s (1994) research
Research by Sue Sharpe highlighted how girls’ aspirations have changed over time, with girls shifting from more traditional ambitions (e.g. marriage) to more career-orientated goals.
These changes have also been reflected in policy initiatives aiming to empower girls and encourage them to break free from gendered expectations.
What is a hyper-heterosexual feminine identity?
and what did Archer et al highlight about these identities?
(girls, identity and achievement)
It’s a term used to describe the way some working-class girls construct their identities by emphasising their appearance, often through the sue of make-up, fashionable clothing, and hairstyles.
Archer et al highlight that these identities are often exaggerated to gain recognition and status among peers.
This identity can conflict with the school’s expectations of appropriate behaviour and dress, which may lead to negative labelling by teachers.
What is working class female symbolic capital?
and how did Archer et al demonstrate how these identities can hinder academic progress?
(girls, identity and achievement)
Working-class female symbolic capital refers to the status and sense of self-worth girls achieve within their peer groups.
For example, adopting a hyper-heterosexual feminine identity or participating in certain behaviours, such as being loud or having boyfriends, allows these girls to gain symbolic capital.
However, this often places them at odds with the school’s middle-class values and norms.
Archer’s research illustrates how working-class girls face the “male gaze”, where boys and male teachers objectify their appearance, reinforcing traditional gender roles and shaping their experience in education.
Specific studies, such as Archer et al (2010), demonstrate how these identities can hinder academic progress.
For instance, the time and effort devoted to maintaining appearance can reduce time spent on schoolwork, while clashes with teachers can result in disciplinary actions.
How do boyfriends affect girls’ educational achievement?
(girls, identity and achievement)
A03a
While relationships provide emotional validation and social status, they may also reinforce traditional gender expectations, such as prioritising domestic responsibilities over academic ambitions.
How does the male gaze affect girls’ educational achievement?
(girls, identity and achievement)
A03a
The male gaze further compounds these challenges, as it reinforces a gendered hierarchy within schools.
Girls may feel pressure to conform to specific beauty standards, which can detract from their focus on academic success.
This creates what Archer calls the working-class dilemma: they must choose between conforming to school expectations to succeed academically or maintaining their peer group identity through symbolic capital.
What is a hyper-heterosexual masculine identity?
(boys)
A hyper-heterosexual masculine identity are exaggerated expressions of traditional masculinity, such as physical strength, aggression, and dominance, are emphasised.
This can influence how boys behave in school and how they approach their education.
Teachers expectations often play a role in this
What subjects leads to lower academic expectations for boys?
(boys)
Subjects like English and Languages (which are seen as feminine) cause boys to be less academically engaged and disruptive.
This leads to lower academic expectations for boys, especially in subjects that require verbal communications or emotional expression.
What is the link between male literacy and leisure pursuits?
(boys)
Male literacy is often linked to leisure pursuits that do not promote reading.
Many boys engage in activities like sports or video games, which can result in a lack of engagement with reading or written tasks.
How can male peer groups enforce specific gender roles?
(boys)
Male peer groups at various stages of school often enforce specific gender roles.
This is evident in peer policing and bullying, where boys who show interest in academic subjects or display traits perceived as “feminine” may face ridicule.
Studies, such as Mac an Ghaill (1994), demonstrate how laddish subcultures (a rejection of academic success) can form within male peer groups, negatively affecting achievement.
In the National Curriculum what gender trends emerge?
(boys)
Within the National Curriculum, gendered trends emerge as boys often favour subjects like PE and Computing, while girls excel in subjects like English and Modern Languages.
At A-Level, over 70% of physics students are male, whereas psychology and sociology classes are majority female.
In vocational courses, boys frequently pursue engineering and construction, while girls gravitate towards health and social.
Colley (1998) observed how school environments and teaching styles reinforce these trends.
