Labelling and in school factors that cause gender differences Flashcards
P1: What is the main argument about teacher labelling and gender stereotypes?
Teachers label students differently based on gender, influencing their self-image and academic success.
How do teacher labels affect boys and girls differently?
Girls are labelled as hardworking and focused, while boys are seen as disruptive and less academic. This can lead to a self-fulfilling prophecy, where girls work harder to meet expectations, and boys disengage.
What evidence supports the claim that teacher labelling reinforces gender differences?
Swann & Graddol (1994) found that teachers gave more positive feedback to girls and spent more time disciplining boys, reinforcing different gender expectations.
How do teacher expectations shape gendered achievement patterns?
Teacher expectations help girls succeed while making boys feel marginalised in school, contributing to gender differences in achievement.
What is a criticism of labelling theory in explaining gender differences?
Mac an Ghaill (1994) found that not all boys accept negative labels—some reject anti-school subcultures and work hard, meaning labelling is not deterministic.
P2:What is the main argument about the feminisation of education?
The education system has become feminised, benefiting girls while disadvantaging boys.
How does the feminisation of education benefit girls?
More female teachers act as role models for girls, and schools increasingly value skills associated with female learning styles, such as organisation, extended writing, and attentiveness.
What evidence supports the claim that schools are more suited to girls?
Sewell (2006) argues that schools have become more suited to girls due to the emphasis on coursework, while boys prefer competitive learning environments that are less encouraged in schools today.
How does the feminisation of education disadvantage boys?
Boys may disengage from education because their learning styles are not accommodated, leading to underachievement.
What is a criticism of the feminisation of education argument?
The recent shift back to linear exams (e.g., in GCSEs and A-Levels) has favoured boys, as they perform better in high-pressure situations, challenging the idea that schools still favour girls.
P3: What is the main argument about subcultures and peer pressure?
Peer pressure and gendered subcultures within schools encourage boys to underachieve and girls to succeed.
How do subcultures affect boys and girls differently?
Boys may develop anti-school subcultures where academic success is seen as ‘uncool’, while girls are more likely to form pro-school subcultures that encourage hard work.
What evidence supports the claim that subcultures reinforce gender differences?
Mac an Ghaill (1994) found that working-class ‘macho lads’ rejected school as ‘feminine’ and prioritised laddish behaviour, leading to academic underachievement.
How does peer pressure reinforce gender differences in achievement?
: Boys face pressure to conform to masculine ideals that discourage engagement with education, while girls are encouraged to achieve academically.
What is a criticism of the focus on subcultures?
Francis (2001) found that girls also experience peer pressure but in a different way—while they are expected to achieve, they also have to balance their academic success with maintaining social status.
P4: What is the main argument about changing gender roles?
Changes in gender roles and aspirations outside school have influenced educational achievement
How have changing gender roles affected girls’ achievement?
Sharpe (1976 & 1994) found that girls’ aspirations have changed—they now prioritise careers over marriage, making them more motivated in school.
What evidence supports the claim that external factors influence girls’ achievement?
The rise of female employment and equal opportunities policies (e.g., Equal Pay Act 1970) mean that girls see education as a route to financial independence.
How do changing gender roles impact educational achievement?
Wider social changes have encouraged girls to achieve in school, while traditional gender roles still push some boys towards manual work, reinforcing low aspirations.
What is a criticism of the focus on changing gender roles?
Francis (2001) argues that traditional gender roles still exist, with boys pushed towards manual work, reinforcing low aspirations and underachievement among some male students.
