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gender differences Flashcards

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Sociology 101 flashcards
1
Q

gender gap in achievement - starting school ao2

A

teacher assessments showed that girls were out performing boys in literacy, language and maths

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2
Q

gender gap in achievement - key stage 5 ao2

A

the gap at A level is much narrower that at GCSE but girls do still outperform boys

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3
Q

external factors (4)

A

feminism
changes in the family
changes in women’s employment
changes in girl’s ambitions

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4
Q

external factors - feminism

A

the feminist movement has improved the rights of women as well as raising expectations and self-esteem/ motivation.
women were no longer bound to the mother/ housewife role

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5
Q

external factors - feminism ao3

A

traditional gender roles in regards to motherhood still exist

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6
Q

external factors - changes in the family

A

major changes include: increase in divorce, increase in number of lone-parent families

increase in divorce may suggest to gils that its unwise to rely on a husband to be their provider, so seek well-paying jobs and qualifications

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7
Q

external factors - changes in women’s employment

A

include: equal pay act

these changes have encouraged girls to see their future as more than housewives and mothers but having a great career and financial independence

aspirations to get these jobs = do well in education

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8
Q

external factors - changing girls ambitions

A

sue Sharpe - girls are more likely to see their future as an independent t woman with a career than dependent on their husband

aim for a career that would enable them to support themselves

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9
Q

internal factors(6)

A

equal opportunities
role models
GCSe and coursework
teacher attention
challenging stereotypes
league tables/ selection

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10
Q

internal factors - equal opportunities

A

GIST (girls into science and technology)
WISE (some into science and engineering)
encourage women to get involved in STEM subjects

national curriculum 1998 - boys and girls study the same subjects

Boaler - impact of equal opportunities are. key reason for changes in girls achievement

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11
Q

internal factors - role models

A

increase in female teachers and heads
act as role models
showing women can achieve important positions
by seeing teachers as role models the individual understands they must undertake a successful education to have successful careers

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12
Q

internal factors - coursework and GCSE

A

assessments favour girls and disadvantage boys
Gorard - the gap in achievement increased when GCSE and coursework was introduced

mitos and Browne - believed girl soo better than boys in coursework because they are more conscientious and organised

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13
Q

internal factors - GCSE and coursework AO3

A

Elwood - although coursework has some influence it is unlikely to be the only cause of the gender gap because exams have more influence over final grades

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14
Q

internal factors - teacher attention

A

Jane and Peter French - boys get more attention as they attract more reprimands

Francis - boys got more attention but were disciplined more harshly and has less expectation of them

Swann - girls speech involves turn taking, boys involves hostile interruptions
teachers respond more positively with girls as they see them as more cooperative than disruptive boys = promotes girl self-esteem = self-fulfilling prophecy

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15
Q

internal factors - Jane and Peter French

A

teacher attention
boys get more attention as they attract more reprimands

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16
Q

internal factors - Francis

A

teacher attention

boys got more attention but were disciplined more harshly and has less expectation of them

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17
Q

internal factors - Swann

A

teacher attention

girls speech involves turn taking, boys involves hostile interruptions
teachers respond more positively with girls as they see them as more cooperative than disruptive boys = promotes girl self-esteem = self-fulfilling prophecy

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18
Q

internal factors - Gorard

A

GCSE and coursework

the gap in achievement increased when GCSE and coursework was introduced

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19
Q

internal factors - mitos and Browne

A

GCSE and coursework

believed girl do better than boys in coursework because they are more conscientious and organised

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20
Q

internal factors - Elwood

A

GCSE and Coursework AO3

although coursework has some influence it is unlikely to be the only cause of the gender gap because exams have more influence over final grades

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21
Q

internal factors - selection and league tables

A

marketisation policies have led to competition between schools

schools see girls as desirable as they achieve better exam results and boys unattractive because they suffer from behavioural difficulties and are 4x more likely to be excluded

so girls get recruited to better schools = receive better educations = achieve more

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22
Q

internal factors - changing stereotypes

A

the removal of gender stereotypes from textbooks and reading schemes has removed a barrier to girls’ achievement

research from 1980s - books portrayed woman as housewives and mothers , scared of science and in maths books boys were inventive

Weiner - teachers challenge stereotypes
and in general sexist image shave been removed from learning materials = helped raised girls achievement by presenting them with more positive images of what women can do

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23
Q

internal factors AO3 - liberal feminists

A

celebrate the progress that has been made for girls but believe there’s stilll work to be done

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24
Q

internal factors AO3 - radial feminists

A

recognise girls are achieving more but they emphasis that its in spite of the patriarchal nature lot the education system rather than due to major changes in education
they use this as evidence for patriarchy in education:

1/3 of 16-18yr olds experienced unwanted touching in school

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25
Q

girls identity and achievement - symbolic capital

A

feminist Archer
the status, recognition and sense of worth that we are able to obtain from others

by performing their WC female identities girls Gaines SC - however this bought them into conflict with the school = preventing educational capital

strategies girls followed to create a valued sense of self:
hyper-heterosexual feminine identity
having a boyfriend
being ‘loud’

26
Q

girls identity and achievement -hyper- heterosexual feminine identities

A

Archer

girls spent time and money constructing ‘glamourous’ identities

those that did = got status but got into conflict with school for wrong appearance (jewellery etc)
led to school defining them as ‘not one of us’ and incapable of educational success
Bourdieu calls this ‘symbolic capital’ - they harm done by denying symbolic capital

27
Q

girls identity and achievement - boyfriends

A

Brough symbolic capital
got in the way of schoolwork and lowered expectations - lost interest in going to uni and studying ‘masculine’ subjects and instead wanting to settle down and have kids

e.g having to drop out of school because they’re pregnant

28
Q

girls identity and achievement - being loud

A

questioned teachers authority
failed to conform to schools stereotype of ideal female pupil
brought conflict with the school a they saw them as aggressive

29
Q

girls identity and achievement - WCs dilemma

A

either gain symbolic capital or educational capital

Archer argues WC female identities and educational capital conflict with each other. WC girls investments into identities is a major cause of underachievement

30
Q

girls identity and achievement - ‘successful’ WC girls

A

Evans

girls wanted to go to university to increase their earning power, not for themselves but to help their families

cost and fear of debt also determined whether they went to uni or not

31
Q

5 factors effecting boys achievement

A

boys and literacy

globalisation and the decline in traditional men’s jobs

feminisation of education

shortage of male primary school teachers

laddish subcultures

32
Q

mitsos and Browne - factors effecting boys achievement

A

globalisation and the decline of traditional mens jobs

this decline has led to a identity crisis for men
boys now have little prospect of getting a proper job = undermines their motivation and give up trying to get qualifications

33
Q

factors effecting boys achievement - globalisation and the decline of traditional mens jobs

A

decline in heavy industries as the result of globalisation of the economy

these sectors mainly employed men

Mitsos and Browne - this decline has led to a identity crisis for men
boys now have little prospect of getting a proper job = undermines their motivation and give up trying to get qualifications

33
Q

factors effecting boys achievement - boys and literacy

A

the gender gap is mainly the result of boys poor literacy skills

parents spend less time reading to sons, and it usually the mothers that do so reading becomes seen as a feminine activity

boys leisure activities (football) do little to develop language and communication skills

girls bedroom culture of staying in = does develop these skills

34
Q

factors effecting boys achievement - globalisation and the decline of traditional mens jobs AO3

A

the decline has largely been in manual WC jobs that require few qualifications so its unlikely that the disappearance of the jobs would have much impact on boy’s motivation to gain qualifications

35
Q

factors effecting boys achievement - feminisation of education

A

Sewell - boys fall behind because education is ‘feminised’
schools do not nurture masculine traits such as competitiveness but celebrate ‘feminine’ qualities of attentiveness

coursework is a major cause of failure - some should be replaced with final exams and there should be a greater emphasis on outdoor adventure

36
Q

factors effecting boys achievement - Sewell

A

boys fall behind because education is ‘feminised’
schools do not nurture masculine traits such as competitiveness but celebrate ‘feminine’ qualities of attentiveness

coursework is a major cause of failure - some should be replaced with final exams and there should be a greater emphasis on outdoor adventure

37
Q

factors effecting boys achievement - shortage of male primary school teachers

A

there’s a lack of role models at home and at school

only 14% of primary school teachers are male

this is because the culture of primary school has become feminised because its staffed by female teachers - whoa re unable to control boys’ behaviour

male teachers are better able to impose the strict discipline boys need

38
Q

factors effecting boys achievement - shortage of male primary school teachers AO3

A

Read studied the type of language teacher use:
disciplinarian discourse - explicit and visible
liberal discourse - implicit and invisible

found: most teachers favoured a disciplinarian discourse of control disproves the claim that school is feminised
and female teachers were just as likely to use this discourse as males

39
Q

factors effecting boys achievement - Read

A

shortage of male primary school teachers AO3

Read studied the type of language teacher use:
disciplinarian discourse - explicit and visible
liberal discourse - implicit and invisible

found: most teachers favoured a disciplinarian discourse of control disproves the claim that school is feminised
and female teachers were just as likely to use this discourse as males

40
Q

factors effecting boys achievement - laddish subcultures

A

Francis
boys were more concerned than girls about being labelled by peers as swots because this label is more of a threat to their masculinity

in WC culture masculinity = tough, manual work
a so they tend to reject school work to avoid ridicule

41
Q

factors affecting boys achievement AO3

A

boys today are achieving far more than they did in the past
similarities inboxes and girls achievements are greater than the differences

there are greater issues than gender - the class gap inn achievement at GCSE is 3 x greater than the gender gap

42
Q

gender and subject choice - AS and A levels AO2

A

big gender differences in entries for A level subjects - boys opting for maths and physics and girls choosing English and sociology

  • questions the effectiveness OF GIST AND WISE policies
43
Q

gender subject choice - explanations for the differences

A

gender role socialisation

gendered subject image

gender identity and peer pressure

gendered career opportunities

44
Q

Gernder subject choice - gender role socialisation

A

the process of learning the behaviour expected of boys and girls

from early ages they’re dressed differently, given different toys and take part in different activities

Murphy and Elwood - boys and girls develop different tastes in reading - boys read hobby books girls read story books

explains why boys prefer science subjects and girls English

45
Q

gender subject choice - gendered subject image

A

gender image of a subject affects who will choose it

Kelly - science is seen as a boys subject beceause science teachers are more likely to be men

Colley - computer studies is seen as masculine because it involves working with machines - part of male gender domain

pupils in same-sex schools make les traditional subject choices - girls in girls schools more likely to take maths and science A levels - boys more likely to take English

46
Q

gender subject choice - Kelly

A

gendered subject image

science is seen as a boys subject beceause science teachers are more likely to be men

47
Q

gender subject choice - Colley

A

gendered subject image

computer studies is seen as masculine because it involves working with machines - part of male gender domain

48
Q

gender subject choice - gender identity and peer pressure

A

choice can be influenced by peer pressure - boys and girls apply pressure the they disapprove of choice - boys tend to opt out of dance as they fall outs their gender domain

Dewar - male students call girls lesbian if they appear interested in sport

49
Q

gender subject choice - Dewar

A

gender identity and peer pressure -

male students call girls lesbian if they appear interested in sport

50
Q

gender subject choice - gendered career

A

employment is gendered jobs tend to be sex typed as mens or womens

womens jobs involve similar work to that performed by housewives

sex-typing affects boys and girls ideas of what kind of jobs are acceptable - if boys get the message that nursery nurses are female they will be less likely to opt for a course in childcare

51
Q

pupils sexual and gender identities - 6 ways in which pupils experience in school construct identities

A

double standards

verbal abuse

the Male gaze

male peer groups

female peer groups

teachers and discipline

52
Q

pupils sexual and gender identities - double standards

A

double standard of sexual morality - boys boast about their sexual exploits but call a girl a ‘slag’

feminists see these standards as an example pf patriarchal ideology that justifies Male power and devalues women

seen as a form of social control that reinforces gender inequality

53
Q

pupils sexual and gender identities - verbal abuse

A

boys use name calling to put girls down if they behave or dress in certain ways

Paechter - name calling shapes gender identity and maintains male power
the use of labels such as gay and Lessie are ways in which pupils police sexual identities

54
Q

pupils sexual and gender identities - the male gaze

A

visual aspect in the way pupils control each other’s identity

male pupils look girls up and down seeing them as sexual objects and making judgements

Mac and Ghaill see it as a form of surveillance through which male dominance is reinforced and femininity devalued

54
Q

pupils sexual and gender identities - Paechter

A

verbal abuse

name calling shapes gender identity and maintains male power
the use of labels such as gay and Lessie are ways in which pupils police sexual identities

55
Q

pupils sexual and gender identities - Mac and Ghaill

A

the male gaze

they see it as a form of surveillance through which male dominance is reinforced and femininity devalued

56
Q

pupils sexual and gender identities - male peer groups

A

use verbal abuse to reinforce their masculinity

Epstein and Willis’ study show that boys in a anti-school subcultures often cause boys who want to do well at school of being gay

57
Q

pupils sexual and gender identities - female peer groups

A

WC girls gain symbolic capital from their female peers by performing a hyper-heterosexual female identity

Ringrose’s study showed being popular was crucial to girl’s identity
girls made transition to friendship to dating culture they faced tension between:

an idealised feminine identity and a sexualised identity

they have to balance between these 2 identities to avoid the risk of slut shaming or ‘frigid’ shaming by the girls

58
Q

pupils sexual and gender identities - teachers and discipline

A

teachers also play a role in reinforcing dominant definitions of gender identity

Haywood and Mac an Ghaill found that male teachers told boys off for behaving like girls

teachers tended to ignore boys’ verbal abuse to girls and even blame girls for attracting it

sociology - education (8 decks)

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