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Sociology Names > Gender Ed > Flashcards

Gender Ed Flashcards

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Sociology 101 flashcards
1
Q

External Factors

A

Impact of Feminism, Girl’s Changing Ambitions, and Globalization and Decline of Traditional Male Jobs

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2
Q

Impact of Femisim

A

McRobbie

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3
Q

McRobbie

A

study of magazines shows girls’ self image moved to career
AO3: mother still stay at home so are represented

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4
Q

Girl’s Changing Ambitions

A

Sharpe, O’Connor, and Fuller

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5
Q

Sharpe

A

interviews with girls from 70s showed shift from love to career
AO3: could be due to trends at that time

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6
Q

O’Connor

A

study of 14-17 yrs olds found marriage was not central to their life plans
AO3: but probably would still happen

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7
Q

Fuller

A

girls saw educational success as central aspect of identity
AO3: probably won’t be able to succeed as men get higher roles

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8
Q

Globalization and Decline of Traditional Male Jobs

A

Mitesos and Browne

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9
Q

Mitesos and Browne

A

w/c jobs have been outsourced so have a crisis in masculinity
AO3: those jobs don’t require qualifications

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10
Q

Internal Factors

A

Equal Opportunity Policies, GCSE and Coursework, Teacher’s Attention, Challenging Stereotypes, and Selection and League Tables

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11
Q

Equal Opportunity Policies

A

Bowles, GIST, and WISE

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12
Q

Bowles

A

it is most important reason as meritocratic
AO3: meritocracy has little impact on gap

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13
Q

GCSE and Coursework

A

Gorad and Mitesos and Browne

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14
Q

Gorad

A

gender gap has widened since introduction of coursework
AO3: could be girls increased value on success

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15
Q

Mitesos and Browne

A

girls are better at coursework
AO3: exam boards are going against this

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16
Q

Teacher’s Attention

A

Francis and Swann

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17
Q

Francis

A

boys receive more attention but punished harder
AO3: should do better

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18
Q

Swann

A

boys dominate whole class discussions, but girls are better at paired work
AO3: should do better as more ideas

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19
Q

Challenging Stereotypes

A

Weiner

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20
Q

Weiner

A

1980s teachers challenged stereotypes in textbooks and got them removed
AO3: still some lack of diversity

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21
Q

Selection and League Tables

A

Jackson and Slee

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22
Q

Jackson

A

high achieving girls are more attractive to schools
AO3: girls may not choose to go to these school due to friends

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23
Q

Slee

A

boys are more likely to suffer behaviour problems so less wanted
AO3: schools can’t discriminate in this way

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24
Q

Girls

A

Symbolic Capital, Hyper Heterosexual, Boyfriends, and Being Loud

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25
Q

Symbolic Capital

A

Archer

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26
Q

Archer

A

by showing feminine identities girls gain symbolic capital
AO3: only w/c girls

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27
Q

Hyper Heterosexual

A

Archer

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28
Q

Archer

A

girls construct a desirable and glamourous identity
AO3: only w/c girls

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29
Q

Boyfriends

A

Archer

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30
Q

Archer

A

having a boyfriend gives girls symbolic capital but gets in way of school
AO3: only w/c girls

31
Q

Being Loud

A

Archer

32
Q

Archer

A

girls being assertive is viewed as aggression
AO3: only w/c girls

33
Q

Boys

A

Feminization of Education, Shortage of Male Primary School Teachers, and Laddish Subculture

34
Q

Feminization of Education

A

Sewell

35
Q

Sewell

A

schools don’t nurture masculine traits
AO3: schools encourage pupils to take on leadership roles

36
Q

Sewell

A

greater emphasize on outdoor education would result in boys success
AO3: this can’t be done

37
Q

Shortage of Male Primary School Teachers

A

Yougov

38
Q

Yougov

A

14% of male teachers when 42% of boys say it would be beneficial for more
AO3: female staff use a masculine discourse

39
Q

Laddish Subculture

A

Epstein and Francis

40
Q

Epstein

A

if w/c boys work hard they will be harassed by peers
AO3: not the case for all boys

41
Q

Francis

A

boys are more concerned than girls about being labelled by peers
AO3: Ringrose = boys underachievement is moral panic so policies don’t help

42
Q

Subject Choice

A

External (gender role socialization and gendered career opportunities) and Internal (gender subject images and gender identity and peer pressure)

43
Q

Gender Role Socialization

A

Norman, Bryne, Murphy and Elwood, and Browne and Ross

44
Q

Norman

A

from early age, boys and girls are dressed differently and different activities
AO3: if child wanted to go against parent would not stop them

45
Q

Bryne

A

teachers encourage boys to be tough and girls to be quiet and helpful
AO3: children could refuse these roles

46
Q

Murphy and Elwood

A

develop different reading taste leading to different subjects
AO3: reading doesn’t affect their choices

47
Q

Browne and Ross

A

‘gender’ domains are shaped by early experiences
AO3: society changing the way they socialize

48
Q

Gendered Career Opportunities

A

Fuller

49
Q

Fuller

A

most w/c girls have ambitions to go into typical ‘gender domain’ job
AO3: could be due to the less qualifications needed

50
Q

Fuller

A

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

51
Q

Gender Subject Images

A

Leonard, Colley, and Kelly

52
Q

Leonard

A

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

53
Q

Colley

A

those in single sex schools hold less stereotyped subject images
AO3: more feminist so encourage this equality more

54
Q

Kelly

A

science is a boys subject due to the textbooks and more males
AO3: GIST has gone to schools with female teachers

55
Q

Gender Identity and Peer Pressure

A

Dewar and Paetcher

56
Q

Dewar

A

girls who showed an interest in sports in American college were called ‘Butch’
AO3: may not be the same for the UK

57
Q

Paetcher

A

sports is a male gender domain if a sporty female they contradict the female identity
AO3: doing more to encourage them

58
Q

Experience of School

A

Double Standards, Verbal Abuse, Male Gaze, Male Peer Groups, Female Peer Groups, and Teachers and Discipline

59
Q

Double Standards

A

Lees

60
Q

Lees

A

boys boast about sexual exploits, but girls are called ‘slags’
AO3: feminists suggest it is a form of patriarchy ideology and social control

61
Q

Verbal Abuse

A

Lees and Parker

62
Q

Lees

A

girls called slags if sexually available and drags if not
AO3: feminists are changing the meaning of these with ‘slut walks’

63
Q

Parker

A

boys called gay if friends with girls
AO3: boys are no longer called gay for this, maybe if they like feminine things

64
Q

Male Gaze

A

Mac and Ghail

65
Q

Mac and Ghail

A

use the male gaze as a form of surveillance to maintain masculinity
AO3: boys are viewing women less as objects

66
Q

Male Peer Groups

A

Epstein and Mac and Ghail

67
Q

Epstein

A

boys use verbal abuse to reinforce definitions of masculinity
AO3: these definitions are changing

68
Q

Mac and Ghail

A

w/c macho lads dismiss w/c boys who aim for m/c jobs
AO3: only a minority who make fun

69
Q

Female Peer Groups

A

Archer and Reay

70
Q

Archer

A

w/c girls gain capital through identity, but it is policed by other girls
AO3: women are joining together as more feminist

71
Q

Reay

A

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

72
Q

Teachers and Discipline

A

Haywood and Mac and Ghail and Ashew and Ross

73
Q

Haywood and Mac and Ghail

A

boys told off for being like girls but not told off for sexualizing girls
AO3: more rape cases in media so taken more seriously

74
Q

Ashew and Ross

A

male teachers reinforce this masculine identity by ‘rescuing’ female teachers
AO3: more strategies is place to help deal with difficult children

Sociology Names (4 decks)

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