GENDER DEA- INTERNAL FACTORS Flashcards
1-Equal opportunities policies- how have they impacted policy makers
Feminist ideas have he a major impact on the education system,policymakers are now more aware of gender issues and teachers are more careful to avoid stereotyping , the belief that boys and girls should have equal opportunities is now a part of mainstream thinking and influences educational policies
WHAT DOES JO BOALER SAY ABOUT EQUAL OPPORTUNITIES POLICIES
JO BOALER- schooling has become more meritocratic so that girls(who generally work harder) achieve more
Give some examples of equal opportunities policies
1- GIST+WISE-enourage girls to pursue careers in non traditional areas
2- female scientists visit schools to provide role models
3-non sexist career advice is given
4- national curriculum(1988)-meant boys and girls now study the same subjects
2-POSITIVE ROLE MODELS IN SCHOOLS- how has this impacted gender DEA?
Increase in the number of female teachers and heads means they act as role models for girls, showing them that women can reach positions of importance
3-GCSE’s + COURSEWORK- which sociologists talk about this?
GORARD
MITSOS + BROWNE
What does GORARD say about GCSE’S AND COURSEWORK
-found that the GGIA was constant until the year GCSES were introduced, bringing with it coursework, he states that the GGIA is a product of the changed system of assessment rather than the general failings of boys
What is MITSOS +BROWNE’S view on GCSEs and COURSEWORK
-girls are more successful with coursework as they are better organised than boys they
- spend more time on work
-are better at meeting deadlines
Girls benefit from coursework because they are socialised to have the skills for it giving them an advantage
4-TEACHER ATTENTION- which sociologists talk about this?
FRANCIS +SWANN
TEACHER ATTENTION- what does Francis say about this?
Boys relieve more attention because they attract more reprimands, while boys get more attention,they are disciplined more harshly and felt picked on by teachers who had low expectations of them
TEACHER ATTENTION- what is SWANNS view?
Gender differences in communication- boys dominate class discussions whereas girls were better at listening and preferred group work, this explains why teachers react more positively to girls who they see as more cooperative —> self fulfilling prophecy- negative for boys
5-CHALLENGING STEREOTYPES IN THE CURRICULUM- how has this affected the GGIA? And what does WEINER say?
The removal of gender stereotypes from textbooks and other learning material in recent years has removed a barrier to girls’ achievement
-WEINER- since the 1980s teachers have challenged stereotypes, sexist images have been removed from learning material which helped to raise girls achievement by presenting them with more positive images of what women can do
6-SELECTION AND LEAGUE TABLES-what policies have affected the GGIA?
Marketisation policies have created a more competitive climate in which schools see girls as desirable as they achieve better exam results
SELECTION AND LEAGUE TABLES-what sociologists talk about this and what do they say?
-JACKSON-the introduction of league tables has has improved opportunities for girls high achieving girls are attractive to schools whereas low- achieving boys are not-creates a self-fulfilling prophecy - because girls are more likely to be recruited to good schools, they are more likely to do well
-SLEE- boys are less att to schools because they are more likely to suffer from behavioural difficulties and are 4x more likely to be excluded (liability students that damage league table scores)
7-FEMINIST VIEWES ON GIRLS ACHIEVEMENTS- what do LIBERAL feminists say?
celebrate the progress made so jar in improving achievement, they believe that further improvements can be made through more equal opportunity policies
7-FEMINIST VIEWS OF GIRLS ACHIEVEMENTS— what do RADICAL feminists say?
While they recognise that girls are achieving more, they emphasise that the system is still patriarchal e.g sexual harassment of girls still continues in schools and women are still underrepresented in areas of the curriculum such as their contributions to history
