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Sociology- education > key researchers difference in educational achievement > Flashcards

key researchers difference in educational achievement Flashcards

1
Q

sue sharpe 1974/ 94

A

girls viewed educational success as unfeminine. 74- main goal marriage. 94- far more aspirational

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2
Q

francis 2001

A

girls have rejected the traditional female role and value education

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3
Q

fuller 2011

A

educational success was a central aspect of girls identity- understood it will enable them to support themselves

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4
Q

goard 2005

A

gender gap was constant 75-89. gcse+ coursework introduced.

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5
Q

mitsos and brown 1989

A

support goard- coursework is better for girls as they are more conscientious

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6
Q

elwood 2005

A

disagrees with mitsos and brown. exams have more influence- girls do better than boys in exams anyway

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7
Q

spender 1983

A

teachers spend more time with boys as they demand more of their attention

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8
Q

french and french 1993

A

disagree with spender boys and girls are given the same amount of attention. boys are given more as they demand more reprimands

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9
Q

swann and graddol 1994

A

boisterous and attract teachers gaze more. gain more opps to speak in class. girls prefer group work

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10
Q

jackson 1998

A

high achieving girls are attractive to schools and boost league tables- low achieving boys are not. creates self fulfilling prophecy

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11
Q

slee 1998

A

boys are less desirable to schools as they are perceived as a liability- behavioural issues

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12
Q

archer et al 2010

A

conflict between wc girls feminine identities and the ethos of the school. symbolic vs educational capital

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13
Q

bourdieu

A

symbolic violence. defining their culture as worthless

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14
Q

archer

A

ideal female pupil- de-sexualised middleclass, this excludes many wc girls

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15
Q

archer

A

wc girls dilemma, feminine identities clash with educational success, have to choose between the 2

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16
Q

evans

A

desire to stay with families while studying- limits uni choice. caring aspect of wc fem identity

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17
Q

edwards and david 2000

A

boys mature slower than girls, primary socialisation encourages them to be boisterous and attention seeking.

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18
Q

burns and bracey 2001

A

socialisation may lead to over confidence- surprised when fail exams- bad luck not lack of effort

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19
Q

mitsos and brown 1998

A

decline in traditional male jobs led to an identity crisis for men- decline in boys motivation within school

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20
Q

sewell 2006

A

education has become feminised- coursework, everyone is a winner

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21
Q

yougov poll 2007

A

39% of 8-11yr old boys do not have lessons with a male teacher so lack a male role model

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22
Q

frances

A

found 2/3 of 7-8yr olds did not see their teachers gender as relevant

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23
Q

haase 2008

A

primary schools are ‘masculine educational structure numerically dominated by women’

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24
Q

francis 2001

A

boys being viewed as swots saw it as a threat to their masculinity.

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25
Q

mcveigh 2001

A

similarities in boys and girls educational differences are far greater than the differences.

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26
Q

francis and skelton 2011

A

girls on FSM underperform compared to both boys and girls not on FSM. class is more important than gender

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27
Q

oakley 1973

A

gender role socialisation leads to gendered subject choice

27
Q

connolly 2006

A

interactions affect. diff combinations of factors have diff results

28
Q

norman 1988

A

girls are given different toys from an early age so develop different interests in subjects and careers

29
Q

byre 1979

A

schools re enforce stereotypes teachers expectations are different of boys and girls

30
Q

murphy and elwood 1998

A

different tastes in reading leads to subject choice. boys science and girls humanities

31
Q

browne and ross 1991

A

gender domains, what subjects they see as ‘boys’ or ‘girls’ is influenced by early socialisation

32
Q

dfes study 2007

A

single sex schools hold less subject steryotype

33
Q

leonard 2006

A

single sex schools lead pupils to make less gendered subject choice

34
Q

lees 1986

A

boys call girls slags but there is no male alt

35
Q

mac and ghaill 1996

A

anti school wc boys name call to re enforce definitions of masculinity. work hard= dickhead achiever. nice to girls= gay

36
Q

haywood and mac and ghaill 1996

A

teacher re enforce gender steryotypes, ‘behaving like girls’+ ignoring boys verbal abuse of girls

37
Q

lees 1993

A

double standards, sexual exploits

38
Q

archer 2010

A

wc girls gain symbolic capital by performing a hyper heterosexual femininity

39
Q

ringrose 2013

A

wc girls faced tension between loyalty to friends and a sexualised identity.

40
Q

hastings 2006

A

white pupils make less progress between 11-16 than black of asian pupils. its possible that white pupils may soon become the worst performing in the country

41
Q

beretier and englemann 1966

A

language spoken by low income black households is insufficient for achieving educational success

42
Q

gilborn and mirza 2000

A

found indian pupils do very well despite the language barrier

43
Q

moynihan 1965

A

black households are headed by mother boys lack a male role model

44
Q

arnot 2004

A

ultra tough ghetto superstar- re enforced through mtv music videos. so join anti school groups

45
Q

sewell 2009

A

greatest barrier to boys educational success is other boys

46
Q

gilborn 2008

A

disagree with sewell and argue it is institutional racism that produces the failure of a large number of black boys

47
Q

pryce 1979

A

family structure contributes to educational achievement

48
Q

gilborn and mirza 2000

A

in one LEA black children were the highest achievers in primary schools. yet by gcse they were the lowest

49
Q

driver and ballard 1981

A

asian family structures encourage education

50
Q

archer and francis 2005

A

asian families see education as a family project and take a high level of engagement in their childs education

51
Q

khan 1979

A

see asian families as stress ridden and traditionally controlling- especially towards girls

52
Q

pilkington 1997

A

focusing on family reasons draws attention away from the school and the failing of the educational system

53
Q

palmer 2012

A

almost 1/2 of all ethnic minority children live in low income households- compared to 1/4 of whit children

54
Q

ireson and rushforth 2005

A

minority parents from higher socio-economic backgrounds can afford to hire tutors. benefits of economic advantages

55
Q

mason 2000

A

discrimination is a persistent feature of ethnic minorities in britan- why minorities face unemployment and low pay

56
Q

coard

A

teachers have lower expectations of minority pupils- this encourages a SFP

57
Q

sewell 2009

A

racial stereotyping leads teachers to see ALL black boys as rebels, who rejected values of the school

58
Q

wright 1992

A

4 multi racial primary schools,- found majority of staff unconsciously discriminated in class. afro- caribbean boys attracted negative attention, while asian girls seemed invisible

59
Q

mirza 1992

A

2 comps in south london, well meaning but misguided teachers. anti school but pro education

60
Q

mac an ghaill 1992

A

afro caribbean and asian pupils reaction to negative labelling- overcame them through, subcultures, ignoring them

61
Q

rothmayre 2003

A

institutional racism is ‘locked in’ to the education system. no longer needs conscious racism. inequality is self perpetuating. gilborn agrees- practially inevitable feature of the education system

62
Q

coard 1971

A

british curriculum makes black children feel inferior in every way. causes them to develop a negative self concept

63
Q

troyna and williams 1986

A

ethnocentric curriculum as it gives priority to white culture and english language

64
Q
A

Sociology- education (4 decks)

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