Gender - done

Question 1

genders different topics

Answer 1

eternal and internal factors
identity class and girls’ achievement
boys and achievement
gender and subject choice
pupils sexual and gender identities

Question 2

changes in the family - EF

Answer 2

Since the 70s there has been an increase in divorce, lone parent families and cohabitation as well as a decrease in 1st marriages and family size

increase in female role models gives the idea of women breadwinners- to achieve this ed is wanted so they can get good qualifications for high paying jobs

Question 3

changes in women’s employment - EF

Answer 3

1970s equal pay act, pay gap halved (30 - 15), women in employment increased nearly 20% as they broke through the glass ceiling - encourages girls to see a future in paid jobs rather than wives

Question 4

girls changing ambitions - EF

Answer 4

sue Sharpe - condcuted interviews with girls in the 70s and 90s
The 70s - low aspiration, ed was unfeminine, being ambitious was unattractive and their priorities were in marriage and children
The 90s - change in ambition - independence and careers

carol fullers girls saw that success was part of their identity

Question 5

positive role models - IF

Answer 5

increase in female head gave a positive role model for girls - women can achieve positions of importance

Question 6

teacher attention - IF

Answer 6

jane and french - boys recieve more attention - because of repremands

FRANCIS -boys feel picked on because if harsher punishments, boys prefer whole class discussions whilst girls prefer group or paired work

Question 7

selection and league tables - IF

Answer 7

girls more desirable for LT because of better results
JACKSON - sfp created as girls are recruited for good schools so do well
SLEE - boys less attractive because of behaviour

Question 8

two views of girls achievement - IF

Answer 8

liberal feminists - celebrates progress - shares same view as functionalists

radical feminists - although improvements are there, society is still patriarchal - sexual harassment still happens in schools - ed is still limited (subjects)

Question 9

symbolic capital - identity, class and girls achievement

Answer 9

archer says that showing symbolic capital made girls clash with school this prevents their move to m/c with eco and ed capital

Question 10

hyper heterosexual feminine identities - identity, class and girls achievement

Answer 10

invest lots of money and time in appearance - brought peer status and conflict with school causing punishment for dress code

ideal fem pupil is de sexualised and m/c

Question 11

boyfriends - identity, class and girls achievement

Answer 11

get in way of school
lost interest in uni
inspires girls to settle down

Question 12

w/c girls dilemmas - identity, class and girls achievement

Answer 12

they either choose educational capital or symbolic capital

Question 13

successful w/c girls - identity, class and girls achievement

Answer 13

SARAH EVANS - 21 w/c sixthform girls - some girls do go onto succeed from the w/c because they are motivated in improving family and their own lives

Question 14

boys and literacy - boys and achievement

Answer 14

poorer literacy and language skills - less time spent on parents reading to them
- leisure of boys doesnt improve these skills - football
affect wide spread of subjects

Question 15

feminisation of education - boys and achievement

Answer 15

SEWELL - ed has become feminised - dont celebrate masculine things but rather attentiveness and method working
- argues to tackle this there needs to be more emphasis on adventure and some CW replaced with final exam

Question 16

shortage of male primary school teachers - boys and achievement

Answer 16

lack of male role models - creates underachivement + 1.5million single mum HH in uk
14% of prim school teachers are male
- male teachers are better for boy sas it makes work ethic better and can control them better

Question 17

laddish sub cultures - boys and achievement

Answer 17

EPSTEIN w/c boys are likely to be abused verbally at school - boys feared being labelled and feared anti masculinity boys therefore reject school work

Question 18

Gender class and ethnicity - boys and achievement

Answer 18

MCVEIGH - similarities in gender are greater than the differences especially with class and ethnicity, class is more influential than gender, they found that the class gap in achievement is 3x wider than the gender, despite boys doing worse off they are still better than in the past

Question 19

AS and A levels and vocational courses - gendered subject choice

Answer 19

despite more choice girls and boys still tend to go with trad subjects, e.g. physics class were made up of 20% girls - questions GIST AND WISE effectiveness, additionally only 1/100 boys do childcare, national curriculum made boys and girls do same subjects

Question 20

gender role socialisation - gendered subject choice

Answer 20

learning the expected bahavioir of genders
NORMAN - boys and girls are socialised differently young, other studies also show teachers encourage boys to be tough and girls to be quiet and helpful

Question 21

single sex schooling - gendered subject choice

Answer 21

hold less steretypes around subjects
- girls are likely to do maths and science + boys are likely to do langauges and english -
- girls are more likely to do male dominated subjecrs ( LEONARD study of 13,000 pupils)

Question 22

gender identity and peer pressure

Answer 22

subject choice could be result of peer pressure - opt out out of fear

PAECHTER - sport is male - girls doing it contradicts femi identity

single sex schooling may not have this

Question 23

gender career opportunities - gendered subject choice

Answer 23

emplotment is highly gendered - womens work is often similar to house wives, over half of all womens employment has something to do with it, affects mentality of what careers are acceptable or possible

Question 24

gender vocational choice and class - gendered subject choice

Answer 24

w/c likely to do vocational courses around traditional jobs
- carol fuller - w/c girls ambitions were in beauty and childcare - reflects w/c habitus

Question 25

double standards - pupils sexual and gender identities

Answer 25

SUE LEE - boys boast about sex yet girls called slags because of appearance - sexual conquest approved of by males but gives negative labels for girls
- feminists - patriarchal examples as its a form of control over girls

Question 26

male gaze - pupils sexual and gender identities

Answer 26

Mac an Ghaill - way boys + teachers look at girls - seem them as sexual objects - form of surveillance as it reinforces male masculinity whilst devaluing women

Question 27

male peer groups - pupils sexual and gender identities

Answer 27

use verbal abuse to reinforce masculinity
- mac an ghaill + willis - boys who want to do well are labelled as gay by macho lads

Question 28

Teachers and discipline - pupils sexual and gender identities

Answer 28

HAYWOOD AND MAC AN GHAILL
- male teachers told boys off for acting like girls, teased boys for lower grades than girls and ignored verbal abuse

• male teachers reinforce messages about gender as they are seen as going into classes and saving female teachers from threatening pupils