internal factors - gender and education

Question 1

how much more likely are girls than boys to achieve 5 A-c GCSEs

Answer 1

10%

Question 2

what is the difference between boys and girls passing 2 a levels

Answer 2

girls- 95.8%

boys- 94%

Question 3

what percentage of a level physics students are boys

Answer 3

77%

23% are girls

Question 4

what are the internal factors affecting gender educational achievement

Answer 4

• equal opportunity policies
• role models
• course work
• teacher attention
• stereotypes
• selection and league tables

Question 5

how equal opportunity polices affect achievement

Answer 5

• GIST and WISE policies to increase women taking STEM subjects as only 23% of a level physics students are women
• national curriculum means all students study the same subject and science in compulsory making girls enjoying sciences an equal opportunity to continue their studies in it
• meritocracy eliminated males sexual prejudices of just rewarding boys and allows girls to excel in male-dominated lessons

Question 6

how coursework affects achievemnt

Answer 6

mitosis and Browne 91998) argue girls are likely to do better in subjects that involve coursework as they are more organized

gorad also agreed that girls achievement increased when coursework was introduced

however the majority of. GCSE and A-levels no longer have coursework

Question 7

how role models affect achievement

Answer 7

• vastly more female teachers and headteachers whish feminises the learning environment encouraging girls to see teaching as their ‘gender domain’
• boys lacking male role models in the classroom could make them adverse to education as its ‘too feminine’ laddish subcultures may demonise educational success a ‘gay’

Question 8

how teacher attention affects achievemnt

Answer 8

french and french found that boys and girls got a similar amount of time spent on them academically but boys were being told off more

Swann found that boys dominate class discussions but girls work better in groups

spender found that teachers spend more time with boys than girls

Question 9

how does selection and league tables affect achievemnt

Answer 9

• in primary school girls constantly outperform boys therefore are more desirable to schools when it comes to the secondary school selection process
• boys are seen as naughtier and labeled as ‘liability students’

Question 10

how do sterotypes within education affect outcome

Answer 10

textbooks in the past under-represent girls or portray them as subordinate to men. since the 1980s many sexist images have been removed and replaced with images to boost girls perceptions and aspirations

Question 11

feminist view on girls achievement

Answer 11

liberal feminists- applaud the progress in the improvement of girls’ achievement and believe further progress is needed.

radical feminists- argue that the system is still patriarchal and issues such as sexual harassment and the history curriculum being a woman free zone need to change

Question 12

what is the achievment gap between girls on FSM compared to those not

Answer 12

2013 only 40.6% of girls on FSMs achieved 5 GCSEs compared to 2/3 of those not

Question 13

how does archer explain how class identity affects girls achievement through ‘symbolic capital’

Answer 13

• conflict between working-class girls’ feminine identities and the values of the school.
• by performing their working-class feminine identities girls gained symbolic capital from peers though:
• hyper-hetero sexual feminine identity. glamourous identities gained them capital with peers but clashed with school dress codes leading to Bourdieu’s idea of symbolic violence and being labeled as an underachiever because of it
• having a boyfriend: brought capital but got in the war of school work and lowered girls aspirations of going to uni
• being loud; questioning teachers authority led to being interpreted as aggressive rather than assertive and further labeled

Question 14

what dilemma do working-class girls face with symbolic capital

Answer 14

so they gain symbolic capital from their peers by conforming to this identity and getting in trouble

or gain educational capital and reject the hyper-feminine identity and become. a high acheiver

Question 15

what are the reasons for boys to have lower literacy skills than girls?

Answer 15

• parents spending. less time reading to their sons, or if mothers are the main parent reading to young boys it becomes a ‘feminine activity’
• girls have more of a ‘bedroom culture’ which results in more communication compared to boys going out more

Question 16

how does Sewell argue that the feminisation of teacher is affecting boys achievement

Answer 16

schools don’t nurture ‘masculine’ traits such as leadership and competitiveness they rather celebrate female qualities like methodical working and attentiveness in class

also, argues that coursework has massively affected boys achievement

Question 17

in 2007 what % of. primary school teachers were male ?

Answer 17

14%

Question 18

what % of boys say the presence of a male teacher makes them behave more

Answer 18

42%

Question 19

example of a ladish subculture affecting achievemnt

Answer 19

willi’s boys were a anti-school subculture who used slurs and offensive language to describe boys who worked hard comparing them to women. sw school for ‘not for the likes of them’

Question 19

example of a ladish subculture affecting achievement

Answer 19

willis boys were an anti-school subculture who used slurs and offensive language to describe boys who worked hard comparing them to women. sw school for ‘not for the likes of them’

Question 20

GENDER ROLES

explainations for gendered subject choice

Answer 20

• gender role socialisation : BRYNE argues that boys are taught to be tough in schools and not show weakness but girls are taught to be tidy

as a result of these differences, MURPHY AND ELWOOD show how this leads to subject choice. boys are taught to read hobby books and information texts whereas girls are more likely to read stories about people which explains that a high proportion of girls in English

Question 21

GENDERED SUBJECT IMAGES affecting subject choice

Answer 21

• kelly argues that science is a male subject because:
• science teachers more likely to be men
• textbook examples usually draw on male rather thanfemal interests

Question 22

how single-sex schools improve gendered subject choice

Answer 22

LEONARD found that compared to mixed schools girls in single sex schools more likely to take maths and science a levels due to the fact they have never been male dominated spaces to them, although teachers of those subjects are more likely to be male the actually teaching of those lessons have never been threatening and masculine as in mixed schools