GENDER SUBJECT/IDENITY ACHIEVEMNT

Question 1

symbolic capital

Answer 1

recourses available to individuals on basis of honour, values one holds in culture

Question 2

archer et al
symbolic capital

Answer 2

one reason for class difference in girls achievemnt: wc feminine identities and value/ethos of school (short skirt/makeup= mc ideal)gaining symbolic capital from peers
conflict with schools=effect education/economic capital

Question 3

hyper heterosexual feminine identity’s

Answer 3

wc- use time effort money to be glamours/desirable.
-gain status avoid tramp label, good brands
-conflict school- wrong appearance = led to school ‘othering’ the girls-incapable of success
streamed

Question 4

symbolic capital boyfriend

Answer 4

seen as desirable-got in the way of school work, lowering girls aspirations, non masculine subject(carry on desire)therefore no high paid career
settle down, wc jobs(childcare) marry

Question 5

symbolic capital loud

Answer 5

‘act dumb’ - didn’t conform school ‘ideal pupil’=conflict with teachers = labeling/streaming=incapable
wc lang used ‘resrticted speech code’

Question 6

evans

Answer 6

21 wc girls don’t go uni for themselves but to make money for family = stay closer to home

Question 7

skegg

Answer 7

caring is a crucial part of wc identity

Question 8

wc girls stay closer to home

Answer 8

deprived area, not wide subjects eg stem= limited choice of uni/value of degree, has lots of responsibility on themselves, won’t develop independence.

Question 9

boys and literacy
dcsf

Answer 9

gender gap due to boys for literacy/lang skills= parents spend less reading sons (sports/videogames), jobs demanding, mother do reading=feminie
most exams contain lit/lang(reasoning developing), maths only one that doesn’t

Question 10

globalisation:

Answer 10

decline in industry (mainly employed men) rely on child cheap labour

Question 11

mitsos browne
globalisation

Answer 11

decline in male employment opportunities ‘identity crisis’ little prospect of proper ‘manly job’, undermines self esteem giving up

Question 12

swell feminised education

Answer 12

not nurture males masc traits(competitive/leadership), coursework, should be replaced with final exams and greater emphasis on outdoor ciriculim to nurture boys triaits too.

Question 13

franicis
teacher gender

Answer 13

boys say presence of male teacher>work better. culture primary schools feminised can control behaviour, male teachers strict.
2/3 7-8y don’t care about gender

Question 14

read
feminised primary

Answer 14

only males can exert disiplin needed for boys to achieve, lang teacher sure to express emotions
disciplian discourse= masculine, teachers authority explit/visible:shotuing
liberal discourse: female, teachers authority implicit

Question 15

read
case study primary teachers

Answer 15

51 primary teachers(both gender)
most teachers favours disiplian discourse control= disproves primary schools feminised
female teacher just as likely use disiplian = disproves only males can provide strict classroom behaviour

Question 16

epeisien laddish subculture

Answer 16

wc boys labelled harasses sissies if appear to be swots, boys more concern about being labelled as threat to boys masculinity
schoolwork - feminine - reject ‘gay’

Question 17

ring rose moral panic failing boys

Answer 17

policys promote girls no longer needed, moral panic ‘failing boys’ - grow up to threaten social stability(girls success at price of boys)= shift in policy= ignoring ethnic minorities, ignores girls facing sexual harasment

Question 18

boys;

Answer 18

maths physics graphic+resistance materials (hands on/masculien)construction act engendering

Question 19

girls

Answer 19

sociology, English, food, retail, health n social

Question 20

bryne
gender expectations

Answer 20

early socialisation shapes gender idenity
teachers encourage boys tough/girls helpful/quite
genders develop diff taste readin boys:info texts girls:stories of people
treated diff: feel need to do diff

Question 21

Browne/ross
gender domains

Answer 21

tasks/activies gender sees as male/female territory
shaped by early expectations/experiences(primary socialisation)
children more confident engaging in tasks more suited to domain(mum in kitchen)

Question 22

murphy
gender details

Answer 22

pay attention diff details during tasks
girls = feelings/emotions
boys= focus how things work

Question 23

kelly
science byos subject

Answer 23

appeals to boys more than girls
teachers science mainly boys, draw on experience of boys than girls (look up to?) boys dominate lab act in lesson

Question 24

Leanord
single sex schooling

Answer 24

hold less stereotypes subject images, less traditional subject choices compared to pupils mixed school
girls in girl= maths/science a level
boys in boys eng

Question 25

paechter
name calling/peer pressure

Answer 25

less likely to choose subject out of domains attracting neg response from peers.
sport-male domain, girls who spray cope with image that dent conform stereotype ‘butch’
maintain male power-shape identity to girls(dress certain way)

Question 26

lees
double standards

Answer 26

sexual morality, boys boost about sexual exploits, girls ‘slag’ if doesn’t have stable relationship. feminist view- patricacle ideology justifies male dominance devaluing women

Question 27

ringrose
girls idenities female peer groups

Answer 27

popular crucial girls identity “friendship culture” into “dating culture” face tension:
idealised feminine idenity
sexualised idenity

Question 28

ringrose
idealised feminine idenity

Answer 28

loyalty to female peer groups, being non competitive

Question 29

ringrose
sexualised idenity

Answer 29

competing for boys = victim to slut shaming

Question 30

askew+ross
teachers

Answer 30

male teachers behaviour enforce gender identiy
protective attitude towards female colleagues, resucing them out control pupils