gender differences in achievement - internal factors -identity, class and girls' achievement

Question 1

class and girls’ achievement

Answer 1

5 gcses a*- c in 2013

40.6% - on free school meals

67.5% - not on free school meals

Question 2

archer (2010)

Answer 2

conflict between working-class girls’ identity and the ethos of the school

working-class feminine identities for status from peers

hyper-heterosexual identity, being loud, having a boyfriend

Question 3

hyper heterosexual feminine identities

Answer 3

girls aim to be ‘desirable’ and ‘glamorous’.

similar to the idea of ‘nike’ identities.

status from peers

conflict with school
. too much jewellery
. wrong clothing
. makeup

creates symbolic violence - their culture seen as worthless.

Question 4

boyfriends and being loud

Answer 4

having a boyfriend earns symbolic capital:
. lower aspirations
. lower interest in university
. lower interest in ‘masculine’ subjects
. desire to ‘settle down’
. being loud meant not conforming to stereotypes:
. conflict with teachers
. further from ‘ideal pupil’

Question 5

successful working class girls

Answer 5

some working-class girls do achieve and go to university.

evans (2009)
- interviewed working-class girls in south london comprehensive.
- girls wanted to go to university to earn more money to help their families.

skeggs (1997)
- working-class girls’ identity focus on ‘caring’.
- live at home - because of cost

archer (2010):
- working-class habitus - key feature is preference for staying local.
- prevents them attending elite universities - limiting success.