Gender Ed Flashcards
External Factors
Impact of Feminism, Girl’s Changing Ambitions, and Globalization and Decline of Traditional Male Jobs
Impact of Femisim
McRobbie
McRobbie
study of magazines shows girls’ self image moved to career
AO3: mother still stay at home so are represented
Girl’s Changing Ambitions
Sharpe, O’Connor, and Fuller
Sharpe
interviews with girls from 70s showed shift from love to career
AO3: could be due to trends at that time
O’Connor
study of 14-17 yrs olds found marriage was not central to their life plans
AO3: but probably would still happen
Fuller
girls saw educational success as central aspect of identity
AO3: probably won’t be able to succeed as men get higher roles
Globalization and Decline of Traditional Male Jobs
Mitesos and Browne
Mitesos and Browne
w/c jobs have been outsourced so have a crisis in masculinity
AO3: those jobs don’t require qualifications
Internal Factors
Equal Opportunity Policies, GCSE and Coursework, Teacher’s Attention, Challenging Stereotypes, and Selection and League Tables
Equal Opportunity Policies
Bowles, GIST, and WISE
Bowles
it is most important reason as meritocratic
AO3: meritocracy has little impact on gap
GCSE and Coursework
Gorad and Mitesos and Browne
Gorad
gender gap has widened since introduction of coursework
AO3: could be girls increased value on success
Mitesos and Browne
girls are better at coursework
AO3: exam boards are going against this
Teacher’s Attention
Francis and Swann
Francis
boys receive more attention but punished harder
AO3: should do better
Swann
boys dominate whole class discussions, but girls are better at paired work
AO3: should do better as more ideas
Challenging Stereotypes
Weiner
Weiner
1980s teachers challenged stereotypes in textbooks and got them removed
AO3: still some lack of diversity
Selection and League Tables
Jackson and Slee
Jackson
high achieving girls are more attractive to schools
AO3: girls may not choose to go to these school due to friends
Slee
boys are more likely to suffer behaviour problems so less wanted
AO3: schools can’t discriminate in this way
Girls
Symbolic Capital, Hyper Heterosexual, Boyfriends, and Being Loud
Symbolic Capital
Archer
Archer
by showing feminine identities girls gain symbolic capital
AO3: only w/c girls
Hyper Heterosexual
Archer
Archer
girls construct a desirable and glamourous identity
AO3: only w/c girls
Boyfriends
Archer
Archer
having a boyfriend gives girls symbolic capital but gets in way of school
AO3: only w/c girls
Being Loud
Archer
Archer
girls being assertive is viewed as aggression
AO3: only w/c girls
Boys
Feminization of Education, Shortage of Male Primary School Teachers, and Laddish Subculture
Feminization of Education
Sewell
Sewell
schools don’t nurture masculine traits
AO3: schools encourage pupils to take on leadership roles
Sewell
greater emphasize on outdoor education would result in boys success
AO3: this can’t be done
Shortage of Male Primary School Teachers
Yougov
Yougov
14% of male teachers when 42% of boys say it would be beneficial for more
AO3: female staff use a masculine discourse
Laddish Subculture
Epstein and Francis
Epstein
if w/c boys work hard they will be harassed by peers
AO3: not the case for all boys
Francis
boys are more concerned than girls about being labelled by peers
AO3: Ringrose = boys underachievement is moral panic so policies don’t help
Subject Choice
External (gender role socialization and gendered career opportunities) and Internal (gender subject images and gender identity and peer pressure)
Gender Role Socialization
Norman, Bryne, Murphy and Elwood, and Browne and Ross
Norman
from early age, boys and girls are dressed differently and different activities
AO3: if child wanted to go against parent would not stop them
Bryne
teachers encourage boys to be tough and girls to be quiet and helpful
AO3: children could refuse these roles
Murphy and Elwood
develop different reading taste leading to different subjects
AO3: reading doesn’t affect their choices
Browne and Ross
‘gender’ domains are shaped by early experiences
AO3: society changing the way they socialize
Gendered Career Opportunities
Fuller
Fuller
most w/c girls have ambitions to go into typical ‘gender domain’ job
AO3: could be due to the less qualifications needed
Fuller
work placements in feminine jobs was the norm for girls so steers them towards this
AO3: children now pick own placements with little influence from school
Gender Subject Images
Leonard, Colley, and Kelly
Leonard
girls in single sex schools are more likely to take male subjects than boys from single sex schools take female one.
AO3: Institute of Physics = 2.4 times more likely to take A level physics
Colley
those in single sex schools hold less stereotyped subject images
AO3: more feminist so encourage this equality more
Kelly
science is a boys subject due to the textbooks and more males
AO3: GIST has gone to schools with female teachers
Gender Identity and Peer Pressure
Dewar and Paetcher
Dewar
girls who showed an interest in sports in American college were called ‘Butch’
AO3: may not be the same for the UK
Paetcher
sports is a male gender domain if a sporty female they contradict the female identity
AO3: doing more to encourage them
Experience of School
Double Standards, Verbal Abuse, Male Gaze, Male Peer Groups, Female Peer Groups, and Teachers and Discipline
Double Standards
Lees
Lees
boys boast about sexual exploits, but girls are called ‘slags’
AO3: feminists suggest it is a form of patriarchy ideology and social control
Verbal Abuse
Lees and Parker
Lees
girls called slags if sexually available and drags if not
AO3: feminists are changing the meaning of these with ‘slut walks’
Parker
boys called gay if friends with girls
AO3: boys are no longer called gay for this, maybe if they like feminine things
Male Gaze
Mac and Ghail
Mac and Ghail
use the male gaze as a form of surveillance to maintain masculinity
AO3: boys are viewing women less as objects
Male Peer Groups
Epstein and Mac and Ghail
Epstein
boys use verbal abuse to reinforce definitions of masculinity
AO3: these definitions are changing
Mac and Ghail
w/c macho lads dismiss w/c boys who aim for m/c jobs
AO3: only a minority who make fun
Female Peer Groups
Archer and Reay
Archer
w/c girls gain capital through identity, but it is policed by other girls
AO3: women are joining together as more feminist
Reay
m/c girls who succeed are called boffin and seen as asexual and lack fashion
AO3: now celebrate the success if in the ‘popular group’ or ignored if not
Teachers and Discipline
Haywood and Mac and Ghail and Ashew and Ross
Haywood and Mac and Ghail
boys told off for being like girls but not told off for sexualizing girls
AO3: more rape cases in media so taken more seriously
Ashew and Ross
male teachers reinforce this masculine identity by ‘rescuing’ female teachers
AO3: more strategies is place to help deal with difficult children
