Gender in education: Internal factors

Question 1

4 Internal factors

Answer 1

1. feminisation of education
2. laddish subcultures
3. male teachers
4. labelling and teacher expectations

Question 2

explanation of feminisation of education.
Kelly 1985

Answer 2

• intro of 1988 national curriculum meant all students had to do English maths science so girls and boys on ‘level playing field’
• intro of coursework benefitted girls more as more literacy, organised, deadlines
• sex discrimination act 1974- teacher attitudes towards girls and resources they used, more female pos role models
• Kelly - text books and courses for teachers had been modified so don’t use gender bias lang
• GIST and WISE encouraged girls to try and excel in subjects previously for boys

Question 3

explanation of laddish subcultures

Answer 3

• ‘lads’ promotion being funny, good at sports, disruptive pupil than having high academic achievement

Question 4

why does laddish subcultures lead to boys underachievement?

Answer 4

boys conform in friend groups to be seen as more masculine and approved by friendship groups

Question 5

laddish subcultures: Epstein

Answer 5

“if working class boy is a swot they are likely to be harassed and subjected to homophobic verbal abuse”

Question 6

laddish subcultures: Francis

Answer 6

being labelled a swot threatens masculinity

Question 7

laddish subcultures evaluation

Answer 7

mostly applies to working class boys

Question 8

explanation of lack of male teachers

Answer 8

• 1/5 primary school applicants male
• teaching seen as female profession bc job fitted women better with their children

Question 9

how does lack of male teachers result in boys underachievement?

Answer 9

will see education as only feminine thing, laddish behaviour. Unable to be disciplines as more likely to listen to discipline from same gender

Question 10

explanation of labelling and teacher expectations

Answer 10

• teachers have diff expectations of behaviour for girls
• boys expected to be more disruptive, distracted
• girls expected be quiet, studious, organised
• boys receive more attention overall, more likely to be negative

Question 11

labelling and teacher expectation: French

Answer 11

attention towards girls is more positive and work related

Question 12

Peer pressure and gender domain: Carrie paetcher

Answer 12

Looked at PE
- girls often pressured into not taking subject at exam level by others who see it as ‘male domain’

Question 13

Term: gender domain

Answer 13

Tasks/activities that are viewed as being either male or female. Children much more confidence in engaging in tasks they see as part of their gender domain

Question 14

Peer pressure and gender domain: supporting evidence Leonard

Answer 14

SINGLE SEX SCHOOLS
- students who attend single sex schools tend to have less stereotypes subject images. Results in them taking less traditional subjects

Question 15

Social class

Answer 15

Girls and boys from similar social classes achieve similar results. Gender gap in social classes rarely more than 12% points where across diff social classes would be much wider

Question 16

Ethnicity

Answer 16

Gender gap among Black carrribean pupils greater than other ethnic groups. Black Caribbean groups more likely define femininity in terms of success at school. Boys define masculinity as opposition to education