Gender Differences: Internal Flashcards
Equal Opportunity Policies
- GISTS: Girls Into Science + Technology.
- WISE: Women into Science + Engineering.
- National Curriculum (1988): girls + boys to study the same subjects.
- Boaler: policies are the key reason for girls’ achievement.
Boaler
Policies are the key reason for girls’ achievement.
Role Models
- Increase of female teachers + heads.
- GIST + WISE - female scientists visit schools.
Weiner
- Teachers challenge traditional stereotypes around gender, e.g. women portrayed as mothers + housewives in textbooks.
- History curriculum is a ‘woman-free zone’.
Mitsos + Browne
- Girls are better organised, so benefit from coursework.
- Decline in male employment opportunities has led to an ‘identity crisis’ for men, e.g. industry, engineering, mining.
Gorard
Gender gap was constant until coursework was introduced.
Francis
- Boys were disciplined more harshly + felt picked on.
- Boys concerned about labelling as it threatened their masculinity.
French
Boys received more attention because they were reprimanded.
Swann
Boys dominated in whole-class discussions whilst girls preferred pair-work - hostile interruptions from boys’ speech compared to turn-taking.
Jackson
High achieving girls are attractive to schools vs low achieving boys - SFP.
Slee
Boys are less attractive to schools as they suffer from behavioural difficulties + 4x more likely to be excluded - liability students.
Archer
- Symbolic capital - w/c conflict between status + education.
- Hyper-hetrosexual feminine identities - performance brought status among female peer groups but was in conflict with school / teachers.
- Local university attendance reflects w/c habitus of shared members.
Ringrose
Sexualised identity - involved competing for boys in dating culture.
Evans
Girls went to university to support their families, not based on aspirations.
Sewell
Feminisation of education - schools don’t nurture masculine traits (competitiveness), but celebrate feminine ones (methodical), e.g. coursework.
Teacher’s Gender
- YouGov (2007): survey - 42% boys said the presence of a male teacher made them work harder + behave better.
- Francis: 2/3 of 7-8 believed the gender of the teacher didn’t matter.
- Read: male + female teachers use disciplinarian discourse (masculine).
Epstein
Laddish subcultures - w/c boys harassed + labelled as gay if they studied.
Osler
Focus on underachieving boys has led to a neglect of girls.
McVeigh
- Ethnic + class differences are greater than gender differences.
- E.g. class gap achievement is 3x wider than the gender gap.
Connolly
Combination of gender, class + ethnic differences have an effect.
A-Level (2013)
- Computing: 93% male; 7% female.
- Physics: 79% male; 21% female.
- Sociology: 25% male; 75% female.
Apprenticeships (2012)
- Childcare: 1% male; 99% female.
- IT professionals: 90% male; 10% female.
- Engineering: 97% male; 3% female.
Browne + Ross
Gender domains - shaped by expectations + more confident when engaging in tasks within gender domains.
Kelly
Science is seen as a boys’ subject: more male teachers; textbook representations; boys dominate lessons.
Colley
Computer science is a masculine subject: machines a part of male domain; lack of group work that girls favour.
Leonard
In single-sex schools, girls more likely to pick maths + science A-Level; boys more likely to pick English + languages.
Dewar
Male students called girls interested in sports ‘lesbians’ / ‘butchy’.
Fuller
Ambitions of childcare + hair / beauty reflects w/c habitus.
