Genders effect on educational differences Flashcards
sharpe - changing aspirations of girls
- Sharpe interviewed young girls about their ambitions in the 1970s, their priorities were to get married and have a family,
- She then repeated this in the 1990s and found their priorities were to get a career and have a family later on in life.
feminism
•challenging patriarchal power and the historical sex stereotypes.
•lead to : changes in the law, Acts, raising women’s expectations/ self-esteem ect.
McRobbie - bedroom culture
- girls are more likely to stay inside doing educational activities like reading and communicating but boys are more likely to be outside playing games/sport.
- this leads to girls ending up with larger vocabularies and academically enclined minds much earlier in school that boy meaning they tend to achieve higher in the education system.
baker and mulligan - parental attitudes
- girls receive more time from parents on reading helping them to be better at literacy at school
- parents may following a cultural script and unconscious biases/stereotypes that suggest they should read with their daughters and have active play with sons
Francis - Teacher student relationships
•teachers are less likely to see and label boys as ‘ideal pupils’.
•They have lower expectations of them and are more likely to label them as disruptive.
•This is likely to lead to negative interaction between teachers and boys causing alienation, disaffection and disruption.
•A self-fulfilling prophecy of under-attainment is likely to be the result.
Curriculum content - failing girls
the majority of the curriculum contains men who are inventors, authors, explores ect leading to girls having less role models and may lead to disinterest in some subjects.
Mac and Ghaill - male gaze
•the way male pupils and teachers look girls up and down seeing them as sexual objects and making judgements about their appearances, a form of surveillance that reinforces dominance of heterosexual masculinity and devalues femininity
•sexual harassment and sexist language has a detrimental impact on girls confidence and self worth but can go ignored and unpunished within school leading to girls also adapting strategies to avoid being noticed and singled out for unwanted attention.
Peer groups - failing boys
- boys compared to girls are subject to pressures from their peers to conform to expectations that do not support academic achievement.
- Boys often earn respect of some fellow classmates by not working, disrupting the class and showing bad behaviour, similarly for some groups doing work is seen as “girly”.
- This leads to groups of boys creating a culture within the classroom that goes against learning.
Mac and Ghaill (1994) - Male identity crisis
• because of the decline in traditional manual jobs has led to an identity crisis, and made it easier for some males to question the need for qualifications when the jobs they would have traditionally gone into no longer exist.
• This overall leads to boys in education becoming demotivated, having a lack of self-esteem and seek status from other activities resulting in underachievement.
organisation of teaching and learning - mitosis and browne
•girls are more successful in coursework because they are more conscientious and better organised.
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•the feminisation of teaching and learning has lead to an increase in female teachers puts boys off along with restricting role models for them.
Jackson - Marketisation policies
• marketisation policies have created a more competitive climate in which schools see girls as desirable recruits because they achieve better exam results.
- Jackson notes that the introduction of league tables has improved opportunities for girls: high achieving girls are attractive to schools, whereas low-achieving boys are not.
•This tends to create a self- fulfilling prophecy – because girls are more likely to be recruited by good schools, as perceived as more likely to do well.
