Gender and Educational Achievement Flashcards
Longtitudal studies
Research that studies a group of people over a long period of time
Material deprivation theory
Describes the impact of poverty on a child and refers to the fact people lack recourses and money to fulfil further further education
Smith and Noble 1995
Identified the underlining factors that contribute to material deprivation (see book)
Waldfogel and Washbrook 2010
Argued the effect low income has; bag housing conditions (draughty, damp, overcrowded), malnutrition, leaving them no space to study and often tired or sick in class
Forsyth and Furlong 2003
Argue that the reason working class pupils don’t Pursue further education is due to lack of funds and the prospect of student loans.
Aviva family finance
Did a report showing the hidden costs of schooling is around £1614 per year per child.
Gibson and Athena 1999
Proved the more economically disadvantaged the child is the smaller the percentage is of them achieving 5 or more A* to C grades at GCSE levels
Cooper and Stewart 2013
States the working class pupils are excluded from the opportunity middle class children have to choose a good school. Also found that working class children were ween to have worse cognitive, social behaviour and health problems.
Gibson and Mirza 2000
Found that social class in relation to underachievement was twice as bad as the effect of ethnicity and five times as bad as the effect of gender
Perry and Francis 2010
Pointed out that social class is the strongest predictor of educational achievement in the U.K.
Perry and Francis 2010
Girls generally outperform boys of the same social class
Helen Wilkinson 1994
Used the term ‘genderquake’ ( fundamental shift of power of men to woman) to describe the increasing ambition in woman under the age of 35 towards the labour market.
Sue Sharpe 1994
Showed that woman are now more assertive on achieving equal rights and opportunities, striving for fulfilment in education and generally more ambitious and and confident than 20 years ago
Carolyn Jackson 2006
Showed that working class girls are also under peer pressure to adopt the anti school subculture, seeking ‘laddishness’ to increase their social status, and aim to appear unconcerned by school failure.
Mitsos and Browne 1998
Under achievement of boys
- poorer language skills
- lower teachers expectations
- fewer opportunities for male employment causing identity crisis
- boys mature later and overestimate their ability so don’t work hard enough
- equal opportunities having benefited girls more than boys
- peer group pressure and anti-learning subculture
- girls tend to be more motivated and work harder
- poorer classroom behaviour
