Gender - done Flashcards
genders different topics
eternal and internal factors
identity class and girls’ achievement
boys and achievement
gender and subject choice
pupils sexual and gender identities
changes in the family - EF
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
changes in women’s employment - EF
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
girls changing ambitions - EF
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
positive role models - IF
increase in female head gave a positive role model for girls - women can achieve positions of importance
teacher attention - IF
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
selection and league tables - IF
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
two views of girls achievement - IF
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)
symbolic capital - identity, class and girls achievement
archer says that showing symbolic capital made girls clash with school this prevents their move to m/c with eco and ed capital
hyper heterosexual feminine identities - identity, class and girls achievement
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
boyfriends - identity, class and girls achievement
get in way of school
lost interest in uni
inspires girls to settle down
w/c girls dilemmas - identity, class and girls achievement
they either choose educational capital or symbolic capital
successful w/c girls - identity, class and girls achievement
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
boys and literacy - boys and achievement
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
feminisation of education - boys and achievement
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
shortage of male primary school teachers - boys and achievement
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
laddish sub cultures - boys and achievement
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
Gender class and ethnicity - boys and achievement
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
AS and A levels and vocational courses - gendered subject choice
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
gender role socialisation - gendered subject choice
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
single sex schooling - gendered subject choice
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)
gender identity and peer pressure
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
gender career opportunities - gendered subject choice
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
gender vocational choice and class - gendered subject choice
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
double standards - pupils sexual and gender identities
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
male gaze - pupils sexual and gender identities
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
male peer groups - pupils sexual and gender identities
use verbal abuse to reinforce masculinity
- mac an ghaill + willis - boys who want to do well are labelled as gay by macho lads
Teachers and discipline - pupils sexual and gender identities
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
