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RELEVENT SOCIOLOGISTS for A1 > sociologists for gender achievement > Flashcards

sociologists for gender achievement Flashcards

1
Q

FEMALE SUCCESS - EXTERNAL

MCROBBIE - media representations

A
  • impact of feminism and media representations
  • girls magazines - images of independent career women
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2
Q

FEMALE SUCCESS - EXTERNAL

SUE SHARPE - aspirations interviews

A
  • interviewed teenage girls in 1970s/1990s
  • changing female aspirations as 1990s more career focused
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3
Q

FEMALE SUCCESS - EXTERNAL

O’CONNER - female identity

A

found marriage and babies were no longer central to the female identity

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4
Q

FEMALE SUCCESS - EXTERNAL

REAY - stereotyped ambitions

A
  • still problems for working class girls - reflecting their position in the class structure
  • they expected to go into low-paid work and had stereotyped ambitions for marriage/babies
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5
Q

FEMALE SUCCESS - EXTERNAL

BIGGART - motherhood

A

working class girls struggle in the labour market and see motherhood as the only viable option

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6
Q

FEMALE SUCCESS - EXTERNAL

FULLER - educational success

A
  • girls believed in meritocracy and educational success was seen as important
  • professional working career would give them their independence
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7
Q

FEMALE SUCCESS - INTERNAL

what where some policies introduced to help increase gender equality for girls?

A

GIST + WISE

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8
Q

FEMALE SUCCESS - INTERNAL

how did the national curriculum 1988 (ERA) help gender equality?

A
  • girls and boys study mostly the same subjects so level playing field
  • girls, traditionally tended to drop out of sciences
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9
Q

FEMALE SUCCESS - INTERNAL

BOALER - gist + wise

A

the introduction of equal opportunities has brought on equality

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10
Q

FEMALE SUCCESS - INTERNAL

MITSOS & BROWNE - things that benefit girls

A

the switch to GCSEs (1988 ERA) and the introduction of coursework/oral exams benefitted the girls

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11
Q

FEMALE SUCCESS - INTERNAL

FRANCIS - classroom interactions

A

girls received more positive teacher attention which benefits their education

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12
Q

FEMALE SUCCESS - INTERNAL

WEINER (feminist) - sexist images

A

sexist images have been removed from learning materials (reading schemes, textbooks etc)

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13
Q

FEMALE SUCCESS - INTERNAL

JACKSON - marketisation policies and selection

A
  • girls are more attractive to schools because of their exam success
  • schools concerned about league tables - boys seen as liability students
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14
Q

FEMALE SUCCESS - INTERNAL

what do LIBERAL feminists believe about girls success in school?

A

recognise progress but believe more improvements could be made through policies/role models

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15
Q

FEMALE SUCCESS - INTERNAL

what do RADICAL feminists believe about girls success in school?

A
  • a more critical view - say schools are still patriarchal

girls suffer from:
- sexual harassment
- gendered subjects
- males more likely to be headteachers

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16
Q

CLASS IDENTITY AND FEMALES

ARCHER - conflict for working class girls

A

working class girls gain symbolic capital for their hyper-heterosexual identity from their peers but symbolic violence from the school

the schools identity is the de-sexualised middle class identity

17
Q

CLASS IDENTITY AND FEMALES

EVANS - successful local working class girls

A
  • for successful working class girls staying local was part of the female working class identity
  • caring for the family was also important which prevented them from moving away to elite universities
  • this resulted in self-exclusion
18
Q

BOYS UNDERACHIEVEMENT

MITSOS & BROWNE - globalisation

A
  • decline in traditional male jobs (mining, steel industry, shipbuilding) as they have been relocated to other countries
  • this has created a crisis for the masculine identity - lack of opportunities
  • fewer job prospects
19
Q

BOYS UNDERACHIEVEMENT

SEWELL - feminisation of education

A
  • school has become feminised with traits such as organisation and attentiveness in class
  • no longer nurture masculine traits such as competitiveness and outdoor activities
  • lack of male teachers in primary schools
20
Q

BOYS UNDERACHIEVEMENT

EPSTEIN - laddish subcultures

A
  • formation of laddish subcultures found amongst working class boys
  • verbal abuse given to boys who work hard
  • want to be seen as non-feminine
21
Q

BOYS UNDERACHIEVEMENT

RINGROSE - moral panic about boys

A

there is a moral panic about underachieving boys which removes attention from working class / ethnic minorities / girls - who suffer from harassment, bullying and self esteem issues

22
Q

BOYS UNDERACHIEVEMENT

READ - disciplinarian discourse

A

doubts whether male teachers are needed as females adopt a disciplinarian discourse that is associated with masculinity

23
Q

BOYS UNDERACHIEVEMENT

what where some of the POLICIES introduced to help raise boys achievement?

A

READING CHAMPIONS - famous male role models sharing reading interests

DADS & SONS CAMPAIGN - fathers involved with their sons education

PLAYING FOR SUCCESS - sport being used to boost learning skills/motivation

24
Q

GENDER & SUBJECT CHOICE

NORMAN - socialisation

A

from an early age girls and boys are socialised/encouraged to take part in different activities

25
Q

GENDER & SUBJECT CHOICE

ELWOOD & MURPHY - reading tastes

A
  • girls and boys develop different reading tastes
  • boys prefer hobby books / girls prefer stories about people
  • this leads to different subject choices
26
Q

GENDER & SUBJECT CHOICE

BROWNE & ROSS - gender domain

A

tasks/activities are seen as male or female territory and children are more confident / comfortable in their own gender domain

27
Q

GENDER & SUBJECT CHOICE

KELLY - science

A
  • science is seen as a male subject:
  • teachers are mostly male
  • subject draws on male interests
  • boys dominate labs
28
Q

GENDER & SUBJECT CHOICE

COLLEY - computer studies

A
  • computer studies seen as masculine
  • involves working with machines
  • few opportunities for group work
29
Q

GENDER & SUBJECT CHOICE

LEONARD - single sex schools

A

in single sex schools girls are more likely to take maths/physics and boys are more likely to opt for english

30
Q

GENDER & SUBJECT CHOICE

FULLER - career opportunities

A
  • career opportunities tend to be sex-typed as male/female
  • working class girls tend to be sent on work experience to beauty salons / nurseries / retail
31
Q

GENDER & SUBJECT CHOICE

national curriculum LIMITATIONS

A

places some limitations but when choices can be made in technology girls go for food tech and boys resistant materials

32
Q

GENDER & SUBJECT CHOICE

a levels/vocational subjects choices

A
  • boys more likely to pick maths/physics
  • girls more likely to pick sociology/english/languages
  • in vocational subjects the gap is even wider (beauty/gaming)
33
Q

SEXUAL & GENDER IDENTITY

LEES - double standards

A

girls face verbal abuse for having too many boyfriends/dressing in a certain way which demonstrates patriarchy

34
Q

SEXUAL & GENDER IDENTITY

PAECHER - sexual identity

A

verbal abuse is used to shape gender/sexual identity which is not a true reflection - just maintaining subcultures and power

35
Q

SEXUAL & GENDER IDENTITY

MAC AN GHAILL - the male gaze

A
  • the male gaze is used to reinforce heterosexual male dominance
  • girls are seen as sexual objects
  • boys boast about their sexual conquests to prove their masculinity
36
Q

SEXUAL & GENDER IDENTITY

MAC AN GHAILL - class based male identities

A
  • macho working class lad who is peer-led and underachieves
  • middle class real englishman who achieves with little effort
  • macho working class lad dominates secondary school whilst the middle class real englishman dominates sixth form

RELEVENT SOCIOLOGISTS for A1 (6 decks)

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