gender and education internal

Question 1

what internal issues benefit girls over boys in education system

Answer 1

• coursework
• role models
• marketisation
• teach attention

Question 2

what factors effect genered subject choice?

Answer 2

• gender socialisation
• gendered subject images
• single sex schooling
• peer group pressue

Question 3

what factors negatively effect boys achievement

Answer 3

• boys and literacy
• decline of male primary school teachers
• laddish subcultures

Question 4

what limits are there of girls class and achievement

Answer 4

• working class girls stuggle more

- symbolic violence v capital

Question 5

what is the education gap upon starting school

Answer 5

at end of year one girls are between 7-17% higher in all seven areas of learning assessed particularly more concentrated

Question 6

what % more likley are girls to pass 5 gcses

Answer 6

10 % more likely

Question 7

coursework and GCSEs

Answer 7

gorad- girls achievment increased rapidly after the introduction of coursework

mistos and browne found that this is because girls have increased organisational skills despite coursework now being abolished in many subjects girls will outperform boys in GCSEs becuase the system is tailote to subservient organised workers like girls are

Question 8

criticsm to coursework

Answer 8

girls achievemnt shouldnt be over-exxagerrated the attainment gap closes with just a 1% difference at A-Level

similarly there is an intersectionality between class and gender wehre girls who are on FSMs only 40.6% passed 5 gcses compared to 2/3 of non FSM girls

Question 9

how do role models affect gender differences in achivement

Answer 9

sewell- feministation of teaching no longer nurtures boysterous behaviour and rewards female traits such as being organised and confroming while demonises male traits such as taking control of discussions

in 2007 only 17% of primary school teachers were male making boys feelas though education was a girl thing

french anf french foudn that 42% of boys said they behave better with a male teacher

Question 10

critisms of role models

Answer 10

disporportionate amount of female to male teachers isnt reflective of achivement as girls are only 10% points higher than boys at GCSe with the gap closing expontnetially to 1% at A-Level

Question 11

teacher attention

Answer 11

french and french found that boys recived more attention becuase they attracted more reprimands

francis- while boys got more attention they were disciplined mroe harshly and felt picked on by teachers lowering the expectations they had for themseleves

Question 12

selection and marketisation policies

Answer 12

jackson found that the introduction of league tables has imporved opporunties for gilrs as high acheveing girls are attractive to schools as they are more likley to get better results than boys at primary school and then be cream skimmed

whereas low achieveming boys more likley to be seen as ‘liability students’

girls end up at better schools and have better teaching and facilities which makes them do better

Question 13

equal opporunity policies

Answer 13

policy makers are now more tuned in to disparaie sof subject and gendered subject choice
the beleif is now that boys and girls are entitled to same opporunties
GIST and WISE

introduction of the national cirriculum removed inequalitiy by making girls and boys study the same things

BOALER- these polices have removed barreid for girls achivement and has made education more meriocratic

Question 14

liberal feminist view on girls achivement

Answer 14

celebrate march of porgress so far and beleive that further progress will be made by increaisng equal opporunity policies

Question 15

radical feminist view on girls achievemnt

Answer 15

recognise that girls are achiveming more but emphaise that the system is still patriarchal

• sexual harrasment continues
• education still limits girls subject hoice
• secondary school history ciricculum is a womens free zone

Question 16

symbolic capital

Answer 16

archer identiies a clash between working class girls identiy and the ethos of the school

found that working class gils couldnt gain the symbolic captial from the school system so gained it from their friends instead this included confoming to hyper-sexualised identied such as having a boyfreind and being loud which gt them in trouble with the school

Question 17

working class dilema

Answer 17

working class girls are faced with a dilema

• gain symbolic capital by cofomring to hyper-sexulaised identity
• gain educational cpatial by reecting thier wc idenity and confoming to the school

Question 18

working class girls in higher education

Answer 18

evans found that in her study of 21 working class sixthform girls at a comprehensive school

found that girls wanted to go to uni and icnrease their earning power many wanting to ‘give back to families’

girls motivation for uni reflects their wokring class identiify as caring is a key feature

archer- girls more likley to go to uni locally to save money and be close to home whichis a barrier to succsess

Question 19

globalisation and the decline of traditional men’s jobs

Answer 19

since 80s significant decline in heavy industires such as iron and steel

mitsos and browne claim that the decline in male employment opporuntiies has led to an identiiy crisis for men where boys beleive that they arent capable of betteing a job

Question 20

criticism of decline of trad industries

Answer 20

decline has largely been in mannual working class jobs that dont require qaulification

unlikley that the dissapreasence of such jobs would impact boys motivaion to get qualifications

Question 21

laddish subcultures

Answer 21

epstein argues that working class boys mroe likley to be harrasssed, labelled as sissies and be subjected to homophobic verbal abuse is they appear to be acheiving educationally

wokring class caulture is masculine and equated wiht being tough and doing mannual work and thsoe who do well are deemed inferior

similar to mac and gail and willis

Question 22

moral panic about boys

Answer 22

ringrose-
moral panic od boys underachievemnt leads to unemploability and threatening soical stability has caused a shift in education policy
- narrwoing policy down to focusing on achievemtn gasp ingore other prolems like sexual harrasment and bullying

Question 23

what % of physics a level students are female

Answer 23

23%

Question 24

difference in subject choice: gendered subject image

Answer 24

kelly- sceince is percieved as a masculine suject due to high proportion of male teachers
only 23% of girls take pysics

boys percieve subjects as socilogy and english as too emotional

Question 25

criticsm of gendered subject choice

Answer 25

leonard found that compared to mixed schools girls are far more likely to take maths and sciences at single sex school as its a less intimidating envrioment

Question 26

gender role socialsiation affecting subject choice

Answer 26

bryen argues that in schools boys are taught to be tough and not be weak of behave like sissies whereas girls are ecepcted to be quiet adn helpful

contibutes to the types of subjects that they will be attracted to

murphy and elwodd- bosy more likely to read hobby book slike the dangerous boys book and girls more likely to read about peopel making htemmor sensitive and chosing more nurturing subjects

Question 27

in what ways that pupils sexual and gender itendities lead to disparaties in achievemnt

Answer 27

verbal abuse-
boys use name calling to put girls down if theybehave or dress in a certain way such as ‘slags’

parker found tht boys were labelled as gay for being freinds with a girl

the male gaze

boys peer groups

female peer groups