Gender and subject choice Flashcards
Describe the traditional patterns of subject choice among boys and girls in education.
Boys tend to opt for subjects like maths and physics, while girls are more likely to choose modern languages.
Explain the impact of the National Curriculum on subject choice for students until the age of 16.
The National Curriculum makes most subjects compulsory, giving pupils little freedom to choose or drop subjects.
How do gender routes in education manifest after the age of 16?
After 16, boys and girls tend to follow different ‘gender routes’ in their subject choices, particularly in AS and A levels and vocational courses.
Define the differences in subject choices within the National Curriculum for boys and girls.
In the National Curriculum, girls often choose food technology while boys prefer graphics and resistant materials, even in compulsory subjects like design and technology.
Do gendered subject choices become more pronounced at any specific educational stage?
Yes, gendered subject choices become more noticeable after the age of 16 when students have more freedom to choose their subjects.
Explain the significance of vocational courses in relation to gendered subject choices.
Vocational courses also reflect the gendered subject choices, with boys and girls often gravitating towards different fields based on traditional gender roles.
Describe the gender differences observed in A level subject choices.
Boys tend to opt for subjects like maths and physics, while girls prefer subjects such as sociology, English, and languages.
Explain the consistency of female representation in A-level physics over the years.
The proportion of A-level physics students who are girls has remained around 20% for over 20 years, indicating a persistent gender gap.
Define the purpose of vocational courses in education.
Vocational courses are designed to prepare students for specific careers, equipping them with the necessary skills and knowledge.
How does gender segregation manifest in vocational training?
Gender segregation is evident in vocational training, with a significant imbalance, such as only one in 100 childcare apprentices being a boy.
Describe the process of gender role socialisation.
Gender role socialisation is the process through which individuals learn the behaviors and expectations associated with their gender in society. It begins early in childhood, influencing their gender identity through various means such as clothing, toys, and activities.
Explain how early socialisation affects children’s subject choices in education.
Early socialisation shapes children’s preferences and interests, leading to different subject choices in education. Boys are often encouraged to engage in activities that promote toughness and initiative, while girls are socialised to be quiet and helpful, resulting in boys favoring subjects like science and girls preferring subjects like English.
Define ‘gender domains’ as discussed by Browne and Ross.
‘Gender domains’ refer to the tasks and activities that children perceive as appropriate for their gender, influenced by their early experiences and societal expectations. These domains shape what boys and girls consider relevant to themselves.
Explain the impact of reading preferences on subject choice for boys and girls.
Reading preferences, shaped by socialisation, lead boys to favor hobby books and information texts, while girls are more inclined towards stories about people. This difference in reading material contributes to their distinct subject choices in school.
How do teachers influence gender roles in the classroom according to Byrne’s findings?
Byrne’s findings suggest that teachers reinforce traditional gender roles by encouraging boys to be tough and assertive, while promoting traits like quietness and tidiness in girls, thus impacting their subject preferences.
Discuss the role of adult expectations in shaping children’s beliefs about gender domains.
Adult expectations play a crucial role in shaping children’s beliefs about gender domains by guiding them towards activities and tasks deemed appropriate for their gender, thus influencing their interests and future choices.
How do boys and girls differ in their reading habits according to Murphy and Elwood?
Murphy and Elwood found that boys typically read hobby books and informational texts, while girls are more likely to read narrative stories about people, reflecting their different interests and socialisation experiences.
What are the implications of gender role socialisation on academic performance?
Gender role socialisation can lead to disparities in academic performance, as boys and girls may gravitate towards different subjects based on societal expectations, potentially limiting their opportunities and interests in various fields.
Describe how gender influences children’s confidence in engaging with tasks.
Children are more confident when engaging in tasks that align with their gender domain; for instance, girls feel more confident with tasks related to food and nutrition, while boys are more confident with tasks related to cars.
Explain the differences in focus between boys and girls when tackling the same task.
Boys tend to focus on how things are made and work, while girls focus more on how people feel, which influences their subject choices.
Define the term ‘gendered subject images’ in education.
Gendered subject images refer to the perceptions and stereotypes associated with certain subjects being more suitable for one gender over another, affecting students’ choices.
How do teachers’ gender and teaching materials contribute to gendered subject images in science?
Science is often perceived as a boys’ subject because science teachers are more likely to be men, and teaching materials frequently reflect boys’ interests.
Do boys and girls have different preferences for subjects? If so, explain why.
Yes, boys and girls often prefer different subjects due to gendered perceptions; girls are more inclined towards humanities and arts, while boys gravitate towards science.
Explain the role of classroom dynamics in reinforcing gendered subject images.
In science classes, boys often monopolize the apparatus and dominate the laboratory environment, reinforcing the perception that science is a male domain.
