Gender and Educational Achievement (girls) Flashcards
what studies could you use for girls out of school factors?
oakley best - abraham wilikinson francis and skelton sue sharpe hannan
what studies could you use for in-school factors?
archer spender hannan pirie burns and bracey
what did spender suggest?
that boys are noiser and more active so get more attention more praise and dominate class discussion most senior teachers are men, therefore girls lack role models
what did best and Abram discover?
women are still presented as passive or in a narrow range of domestic jobs, for example in french/ history/ science text books women are shown to have more domestic roles and men have more exciting text roles
what did archer say?
societys views on feminine identities push girls to certain subject choices, girls do not want to be seen as masculine if they do they get treated negatively in schools, girls are pushed towards certain subject choices, which might limit their career options, girls 84% more likely to take languages
what did sue sharpe say?
that girls aspirations have changed over time, during the 1970 s: love and marriage was priority
1990s: careers and jobs are now priority
who supports sue sharpe?
francias and skelton
the majority of girls pupils appear to see their chosen career as a reflection of their identity and their future fulfillment, rather than marriage
as a result- girls have become more ambitious
motivated to achieve good grades to realise these ambitions
what does wilikinson find?
a gender quake, that women are now doing better in the education system and have a more career orientated goals, reasons for this include: changing aspirations of women
the feminisiation of education and role models
expectations of boys compared to girls
what did pirie discover?
O-levels at a higher risk as they suited boys better, as boys deal with pressure better and last minute revision
however GCSE’S with coursework suit girls better
how can pirie be seen as outdated?
girls are now more prepared for exams with writing structures and revision plans
what did hannan find?
schools are language based environments:
girls spend their leisure time time talking to friends
boys are more likely to spend their time doing more practical things
hannan claims that girls are socialised into using langauge and communicating with others more than boys are
this helps girls to develop essentially academic skills such as comprehension and writing
evaluation of out of school factors?
all to do with gender stereotypes
perhaps outdated as boys engage with talking too
