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gender differences in education Flashcards

1
Q

statistical data showing that girls and boys are unequal in attainment upon starting school

A

2013 teacher assessments at end of year show girls ahead of boys by 7-17 percentage points

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2
Q

differences in girls and boys upon starting school in cognitive development

A

DfE 2013 study found that in state primary schools boys were 2.5 times more likely to have statements of special educational needs

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3
Q

evidence for girls being higher achievers that boys at key stages 1-3

A

girls consistently do better than boys especially in English where gap widens with age
in science gap is narrow but girls still do better

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4
Q

evidence of girls doing better in GCSEs

A

gender gap stands at around 10 percentage points

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5
Q

evidence of girls doing better at AS and A level

A

girls more likely to sit, pass, get higher grades though grade gap is narrower than it was at GCSE
2013 - 46.8% girls got A - B grade compared to 42.2% boys even in masculine subjects

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6
Q

girls doing better in vocational courses in education

A

larger proportion of girls get a distinction grade in every subject even in engineering + construction

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7
Q

how has the impact of feminism mean that girls are achieving more than before

A

since 1960’s women have been challenging the traditional stereotype of a mother + housewife
-opportunities through the law have allowed self- esteem + expectations to increase
changes are reflected in the media

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8
Q

what were the findings of this sociologists from studying magazines from different timepoints

A

McRobbie’s studies of girls’ magazines
1970’s - emphasised the importance of getting married + not being left on the shelf ,whereas nowadays they contain images of dominant assertive women

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9
Q

waht changes in the family allow girls to change and be able to succeed within society

A

-an increase in the divorce rate
- an increase in cohabitation + decrease in the number of marriage
- increase in lone - parent families
-smaller families

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10
Q

how does a change in the family structure allow women to be independent

A

increased female head + lone parent families means that women need to become the breadwinners - so they need better qualifications

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11
Q

how do increases in divorce rates mean that women may need to get better education and receive more qualifications

A

it is unwise to rely on a husband to be a provider, girls must earn qualifications to make a living

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12
Q

how did the equal pay act bring equality to the difference in the work place

A

1970 - Equal Pay Act - it is illegal to pay men more than women for work of equal value
pay gap from 30% to 15%

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13
Q

proportion of women in employment from earlier years to later ones

A

proportion in employment from 53’5 in 1971 to to 67% in 2013

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14
Q

what did this sociologist find in interviews with young girls about girls changing ambitions

A

Sharpe’s interviews with girls from the 70’s and 90’s show a major shift in ambitions

1974 - educational success was unfeminine, being ambitious is considered unattractive. prioritised love, marriage, children

1990’s - ambitions had changed, different order of priorities. girls see their futures as an independent women with a career rather than dependant on a man + his income

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15
Q

what is the trend towards individualisation where independence is valued in todays society according to these sociologists

A

Beck + Beck - Gernsheim - career has become part of woman’s life project because it promises status + economic self - sufficiency

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16
Q

what did Fuller find in her study of girls

A

educational success was a central aspect of their identity. they are creators of their own future + had an individualised notion of self
belief in meritocracy

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17
Q

intersectionality in gender, class and ambition
sociologist theory

A

some WC continue to have gendered stereotyped aspirations for marriage + children expect to go into low paid women’s work

Reay - this reflects reality of girls position- limited aspirations reflect limited job opportunities they perceive available

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18
Q

what are policies GIST and WISE

A
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19
Q

how did he introduction of the National curriculum allow girls to achieve

A

national curriculum made it compulsory for girls + boys to study the same subjects

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20
Q

how do the policies GIST and WISE allow for girls to achieve more

A

These policies encourage girls to purse careers in these non - traditional areas
female scientists visit schools - shows that girls can also become these types of professions
non - sexist career advice is given out to these girls

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21
Q

how is increase in achieving role models cause girls achievement

A

an increase in proportion of female teachers + heads
these are role models to girls, showing that women can achieve positions of power

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22
Q

what socioogist argues about the way that grades are assessed is in favour of girls

A

Coursework favours girls over boys
girls are higher achievers when it comes to coursework, they do well with deadlines
due to primary socialisation of being taught to be neat + presentable

Gorard - gender gap in education was constant form 1975 until 1989. year of GCSEs with coursework as major part of assessment

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23
Q

what factors help girls to do better with coursework according to Mitsos and Browne

A

-girls take better care of presentation
- spend more time on their work
- bring right equipment
-are better at meeting deadlines

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24
Q

why are girls better at coursework

A

gender role socialisation in primary socialisation
girls encouraged to be neat + patient

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25
who criticises the view the coursework is not the reason for the failure for boys
Elwood - although coursework does have some influence on overall grades as exams have a much greater influence on final grades
26
how are boys treated in the classroom compared to girls -name all sociologists
Jane + French found that boys received more reprimands Francis found that while boys got more attention, they were disciplined much harshly - felt picked on (leads to negative response e.g anti-school)
27
how do boys behave differently in the classroom compared to girls according to this sociologists findings
Swann - found gender differences in communication styles boys dominate whole class discussions whereas girls prefer paired work + are better at listening + cooperation
28
how does a self fulfilling prophecy happen to boys related to how they behave in the classroom
boys are disruptive + hostile interruptions that characterises them into a negative self image causing labelling teachers discipline boys harshly causing them the self- fulfilling prophecy
29
how have stereotypes been challenged in broader society that has lead to girls being able to become successful
removal of stereotypes in textbooks, the media + learning material removed a barrier of portraying women as housewives Weiner since 1980's teachers have challenged stereotypes of girls being bound to unpaid labour
30
how have marketisation policies allowed girls to have a bigger chance of success and to what sociologists agree with this
marketisation policies created a more competitive climate in which schools pick out the desirable students because that gives them a better league table position Jackson - girls are seen as high achievers so they are attractive recruits to the schools slee - argues boys are less attractive to schools because they are more likely to suffer from behavioural difficulties so boys seen as liabilities
31
what is the liberal feminists view of girls achievement
celebrate the progress made so far through social change + policies believe that further progress will be made by continuing the development of equal opportunities policies
32
what is the radical feminists view of girls achievement
recognise girls doing better, but emphasise system is patriarchal through - sexual harassment education limits girls subjects choices + career options - although there are more female head teachers, male teachers more likely to be of that role -women are under-represented in the curriculum e.g contribution in history is ignored
33
statistics of intersectionality when looking at class and gender - their achievement differences
2013 - only 40.6% of girls FSM achieved 5 A*-C GCSEs compared to 67.5% of no nFSM
34
according to archer what is a reason for differences in achievement between girls who are working class and middle class
the conflict of the WC feminine identity and the values + ethos of school by performing the WC hyper feminine identity, they gained symbolic capital from peers, but symbolic violence from the school
35
what is symbolic capital
the status, recognition and sense of worth we are able to obtain from others
36
what is the hyper- feminised feminine identity
desirable, glamorous, hyper heterosexual identify s girl spent £40 a week on beauty she earned from babysitting
37
how does the hyper - heterosexual feminine identity cause for conflicts
girls feminine identity brought status from boys - symbolic capital girls punished by school for wearing jewellery, makeup teachers saw the makeup as an preoccupation that prevented them form engaging with school the school offers symbolic violence
38
how does having boyfriends cause failure in working class girls
having a boyfriend got in the way of school work + lowered girls aspirations of going to university + seeing it as masculine they wanted to settle down + work in childcare a girl had to drop out after becoming pregnant
39
how does being loud cause failure in working class girls
outspoken, independent, assertive + questioning teachers authority - brought conflict with teachers who interpreted their behaviour as aggressive
40
what is the dilemma of working class girls
either gaining symbolic capital or gaining educational capital
41
explain a sociologists study of studying working class girls and theirr disadvantages by their gender and class
21 WC sixth form girls in a south London comprehensive school she found girls wanted to go to HE but not for their selves, but for their families + being collectivist
42
why did working class girls actually want to stay home according to archer
living home was not just an economic choice but also a positive choice of their habitus they value being caring and feminine so much that they would not move away. limiting their universities prestigious
43
According to the DCSF what is the main cause of boys underachieving and why may boys have this problem in the first place
poorer language + communication skills a cause of this may be that mothers spend less time reading to their sons which they see as a feminine activity boys pursue leisure sports which do little to help develop communication in boys whereas girls tend to have a bedroom culture
44
how has the decrease of globalisation and the decline of traditional paid labour led to an identity crisis of men according to these sociologists
since 1980's there has been significant decrease in heavy industries taken over by manufacturing industries Mitsos + Browne - decline in employment opportunities led to an identity crisis for men. boys believe they have little prospect of getting proper job undermines motivation however jobs in manual labour require little qualifications so little impact on educational attainment
45
how has the feminisation of education caused boys to fall behind according to Sewell
boys fall behind because education has become feminised BBC 2006 schools do not nurture masculine traits e.g competitiveness + leadership instead they celebrate caring + attentiveness in class coursework is big in producing underachievement - ' we have challenged the 1950's patriarchy and rightly said this is not a man's world. but we have thrown out the boy with the bath water
46
how does the shortage of male primary school teachers cause underachievement in boys
only 14% of school teachers are male according to Yougov 39% of 8-11 year olds have no lessons with male teachers, yet most boys said having male teacher would make them behave better + 42% is would make them work harder female teachers are apparently not able control boys behaviour, male teachers impose strictness
47
are male teachers really needed?
48
what did Francis find about gender of teachers and discipline in class
2/3 of 7-8 year olds did not believe that gender of teachers did not mattered
49
How did Read test the claims that only male teachers could exert a firm discipline
- a disciplinarian discourse - teachers authority is male explicit + visible e.g through shouting tone of sarcasm - a liberal discourse - teachers authority is implicit + invisible teacher speaks to child as if adult with respect study of 1 primary schools 25 ma, 26 fe. teaches both female + male used disciplinarian discourse to control pupils
50
what part of Reads study disproves that education has become feminised
the fact that most teachers preferred a masculine disciplinarian discourse shows that education is not feminised
51
what part of Reads study disproves the fact that only male teachers can control a classroom
females just as likely as males use the masculine disciplinarian discourse disproves the claim that only male teachers provide stricter classrooms
52
how does Hasse think the primary school education system is
primary school are a masculinised educational structure that is numerically dominated by women
53
According to Jones what are the chances of men getting headship compared to women
1 in 4 for men and 1 in 13 for women
54
Who examines the way masculinity is constructed within school and what did they find
Working class boys are likely to be harassed, labelled as sissies + subjected to homophobic lang
55
According to Francis why is are laddish subcultures becoming more increasingly widespread
as girls move into traditional masculine areas such as careers boys respond by becoming more laddish to construct themselves as non feminine
56
what is the view of masculinity in the working class culture
masculinity = equated with doing manual work non - manual work + extension schoolwork is seen as effeminate + inferior to be avoided to be called gay they must be overly masculine
57
what is the moral panic of boys in education
policies to promote girls are no longer needed. girls today have it all + girls are taking men's jobs girls have succeeded at the expense of boys boys are now the disadvantaged
58
according to this sociologist what changes in policy to help boys has caused two negative effects
- by narrowing equal gender policy down simply to failing boys =, it ignores the problem of disadvantaged WC + ethnic girls - by narrowing gender policy down solely to issue of achievement gaps, it ignores either problems faced in school e.g sexual harassment + bullying + stereotyped subject choices
59
what is a problem of turning all focus to boys underachievement according to this sociologist + example of sociologist
Osler - turning all focus on boys means a neglect of girls while boys disengagement is obvious by laddish masculinity , girls disengage quietly where it goes unnoticed reducing exclusions amongst boys but do nothing against exclusions of girls which are increasing girls excluded less likely to be put in a referral unit
60
why is it wrong to conclude that boys are are a lost cause
boys and girls are achieving more than they have ever before even boys are achieving more than they used to
61
what sociologist states that gaps are much larger in class than gender in GCSEs and give evidence
McVeigh states that similarities in girls + boys are much greater than achievement between class or ethnic differences GCSE class gap is 3 times wider than the gender gap
62
when gender and class intersect, what is the result of this and how does achievement vary
girls from highest social class can be 40 percentage points ahead of girls of lowest class
63
when gender and ethnicity intersect what are the consequences of it with Caribbean people
Caribbean families are usually lone headed so girls learn a sense of independence (fuller - rejecting labels and doing well) whereas Sewell shows that boys lack a nurturing fatherly figure that leads to them struggling to overcome the emotional problems of adolescence Conolly - certain combinations of intersectionality have greater effects than others e.g there is more achievement of Caribbean than white girls
64
how did the National Curriculum help to decrease stereotypes against subjects but how did this actually still not work
national curriculum made compulsory subjects for girls + boys to do so they have more choice however when they want to choose their optional qualifications girls tend to choose food whereas boys choose DT
65
why do girls and boys have gendered subject choices according to Norman
from an early age boys + girls are treated differently, different toys + encouraged to take part in different activities (gendered socialisation)
66
how do schools encourage girls to do different subject choices according to this sociologist
Byrne - teachers encourage boys to be masculine whereas girls to be quiet, helpful, clean tidy so they have gendered expectations for subjects
67
what is a gender domain
the tasks + activities that boys + girls see as male/ female territory therefore relevant to their selves e.g mending a car is within a males gender domain and caring for children is within a girls gender domain
68
why do girls and boys actually choose different subjects according to this sociologist
Murphy - girls + boys pay attention to different details even when dealing with same tasks girls focus on emotions whereas boys focus on how things work this may explain why girls chose humanities + art whereas boys chose science
68
why are subjects seen as girly pr boyish in the first place, what sociologists looks into this
Kelly - - science teachers more likely to be men - examples teachers use + textbooks often represent boys - in science boys dominate the laboratory Colley (cc) - it involves working with machines ( part of male domain) - the way its taught put off females, few opportunities of group work - which girls do not like
69
what is the effect of single - sex schooling on gendered subject choices + statistical evidence of sociologist analysis
single sex schooling decreases gendered subject choices Leonard analysing data of 13,000 individuals found that compared to pupils in mixed schools girls more likely to do non traditional subjects
70
how does the institute of Physics agree with Leonard's analysis of study
girls in same - sex school were 2.4 times more likely to take physics as an A level
71
gendered subject choices and peer pressure
boys + girls apply pressure to some1 if they disapprove of their choice Paechter girls see sports within the male domain - a contradiction of the female stereotype Dewar - male american college students males call girls lesbian if they appeared to be interested in sport there is less pressure in same - sex schools, explaining why there are less stereotyping within subjects - males do not call girls lesbian
72
how does sex - typing cause women and men to differentiate in their careers`
women's jobs involve things associated with being a housewife e.g childcare + nursing
73
what is hegemonic masculinity according to this sociologist
Connell the dominance of heterosexual masculine identity + subordination of female + gay identities
74
how do pupils control other pupils identities
the male gaze (mac an ghaill) of males towards females - seeing them as sexual objects + making judgements about their appearance this is a form of surveillance to girls. boys retell stories displaying their heterosexuality or they are at risk of being gay
75
female peer group - policing identity
archer -WC girls gain symbolic capital from female peers by having hyper heterosexual feminine identity - glamorous girls risk themselves from being bullied if not glamorous ringrose - idealised feminine identity loyalty to female peer group - loyalty non competitive -friendship culture sexualised identity - competing for boys in the dating culture currie et al - relationships with boys are risk as girls are supposed to have a balance between girls too competitive and girls who are frigid shamed
76
teachers and discipline in forming gender identities + sociologist
Haywood + Mac an Ghaill found make teachers told boys off if behaviour is girly + teased if got lower marks than girls teachers ignored verbal abuse of girls + blamed girls for attracting it Ross - male teacher behaviour can subtly reinforces gender male teachers have protective attitudes towards female colleagues to rescue them from threatening pupils reinforces that girls cannot cope alone

sociology a level (19 decks)

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