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
Mac an Ghaill 1996
Crisis in male identity
-masculinity was expressed through ‘breadwinning’ and the decline in factory and primary industry jobs has made it harder for working class boys to ensure a future where they are the bread winner ( man of the house ) causing boys to lack ambition as they see qualifications as pointless and their future and bleak
Forde et al 2006
Boys sought street credit/status and form part of the anti school subculture
Francis 2000
Boys had unrealistic future ambitions (footballer) and adapt an identity of effortless achievement, deeming qualifications as regardless.
Teachers have low expectations and expect tardiness and low quality presentations. They are more disruptive and over 3 times
More likely to be excluded
Epstein et al 1998
Working class boys experienced harassment and bullying from peers if they appeared hard working
Gender choice of subjects
Skelton et al 2007
- subject choice may be the product of socialisation at home
- teacher counselling on subject choice may still reflect traditional assumptions
- gender stereotype in certain textbooks
- there is evidence that science is still perceived as a masculine subject
