Gender Differences in Educational Achievement

Question 1

Mitsos and Browne

Why do girls do better in coursework?
What is the male identity crisis theory?

Answer 1

1. Because of characteristics and skills they are socialised into.
2. There is a decline in traditional men’s jobs so men feel out of place in society.

Question 2

External factors Sharpe

Answer 2

1970s high personal ambitions
1990s high professional ambitions

Question 3

Spender

Answer 3

Teachers spend more time with boys than with girls

Question 4

Boys dominate discussions and girls prefer group or paired work. The fact that boys often interrupt and shout out answers makes girls seem more compliant and teachers praise girls more leading to a self-fulfilling prophecy

Whose theory is that?

Answer 4

Swann

Question 5

Internal factors - school material in relation to gendered achievement

W

Answer 5

Weiner

Since the 80s teachers challenge stereotypes, text books are less sexist, and there are more positive images of women.

Question 6

Internal factors - Marketisation policies’ influence on gendered acceptance rates.

Theorist - S

Answer 6

Slee

Marketisation policies introduced league tables which makes schools compete. Boys are seen as troublemakers therefore they are less likely to be selected in the selection procedure of schools since they are more likely to form behavioural difficulties and are 4x more likely to be excluded.

Question 7

Internal factors - Feminisation of education
S

Answer 7

Feminisation of education - Sewell
School celebrates feminine traits and uses coursework which is better fit for feminine socialisation.

Question 8

Gendered success
Boys reject school work as girly (because girls do it more often and praised for it) and say it is gay. Fear of bullying.

What theorist is behind this?

Answer 8

Epstein

Boys reject school work as girly (because girls do it more often and praised for it) and say it is gay. Fear of bullying.

Question 9

Gender-role socialisation

Theorist - N

Answer 9

Norman - from an early age boys and girls are taught and encouraged to take part in different activities.

Question 10

4 External factors that influence the difference in gender achievement in schools

Answer 10

Impacts of feminism
Changes in employment
Changes in ambitions
Changes in family Structure

Question 11

How has the proportion of women in employment changed from 1971 to 2013?

Answer 11

The proportion of women in employment have gone from 53% n 1971 to 67% in 2013

Question 12

Changes in Family structure
Since —- there has been an increased number of ————- and an increase in ————-.

Answer 12

Since 1970 there has been an increased number of lone parents and an increase in divorce rate.

Question 13

6 INTERNAL factors that influence the difference in gender achievement in schools.

Answer 13

Social Policies
Positive Role Models in School
GCSE and coursework
Teacher Attention
Challenging stereotypes in the curriculum
Selection and League Tables

Question 14

Social Policy and gender
What happened in the years 1974 and 1988?

Answer 14

British universities would not grant degrees to girls until 1947.
Subject differentiation happened until 1988.

Question 15

Internal factors - 3 Conflict grounds between working class girls and ethos of school
A

Answer 15

Archer found 3 things that are common conflict grounds between working class girls and the ethos of school
. Hyper heterosexual feminine identities;
. Girls who acquired symbolic capital but it interfered with their school work and lowered their aspirations for careers and higher education.
. Girls who became outspoken, independent and assertive. Teachers interpreted their behaviour (when questioning their authority) as aggressive.

Question 16

What is Gender domain?

Answer 16

According to Browne and Ross gender domain is a task or activity that boys and girls see as male or female territory. This is due to the children’s expectations of adults.

Question 17

Pupils in Single sex schooling

Answer 17

Pupils in single sex schools are more likely to chose subjects by interest and affinity rather than stereotypes and influence.

Question 18

Name calling - Boys are called gay for simply being friendly to girls and teachers.
Theorist?

What did Lee find in relation to the theory above?

Answer 18

Parker
Lees found that it is not related to their sexual behaviour but simply to reinforce gender norms and identity.

Question 19

What is Ghail’s Male gaze theory?

Answer 19

Ghail found that male pupils and teachers look girls up and down seeing them as sexual objects. It is a type of surveillance to reinforce heterosexual masculinity, boys who refuse to act as such risk being called gay.

Question 20

Male peer groups use verbal abuse to reinforce their masculinity. Boys in anti-school subcultures see other male pupils who are studious and dedicated as effeminate.
What two sociologists made the theory above?

Answer 20

Epstein and Wills

Question 21

“Girls wanted to go to university to increase power, not for themselves but for their families. There is also a fear of debt that limits their choices.”

Whose is the theory above?

Answer 21

Evans

Question 22

Who came up with Gender domain Theory?

Answer 22

Browne and Ross

Question 23

Who identified a double standard in sexual immorality for boys and girls?

Answer 23

Lees