Subject Choice

Question 1

Pattern of Subject Choice

Answer 1

Sciences seen as masculine, arts, humanities, foreign languages seen as feminine
Skelton et al- young males typically pursue technical or science oriented subjects, sciences seen as more difficult + higher status
In national curriculum, gender differences in options- girls home econ + textiles, boys electronics + woodworks

Question 2

Gender Socialisation

Answer 2

Primary + secondary socialisation, social + cultural norms linked to stereotypes- gender roles learnt
Lobban (1974)- gender stereotyping in children’s books- women linked to household chores, Best (1993), little change
Boys develop interest in technical + scientific subjects, discourages girls from them
Reinforced by peer pressure + gendered perceptions of subjects/careers

Question 3

Subject Counselling

Answer 3

Teachers + career advisers reflect their own socialisation and expectations- channel pupils
Often more in vocational subjects- impact of gendered occupational structure in work
Gendered choice- consequences for future- HE + careers

Question 4

Subject Image, Gender Identity, and Peer Pressure (Mitsos)

Answer 4

Year 11 boys + girls, Coventry comprehensive
Boys’ poor response to English voiced in context of stereotypical m+f behaviour

Question 5

Subject Image, Gender Identity, and Peer Pressure (Skelton et al.)

Answer 5

Males + females drawn to different subjects due to ideas of what’s appropriate for gender identity
Literacy + English seen as feminine, so confirm girls’ sense of femininity + challenge boys’ masculinity

Question 6

Subject Image, Gender Identity, and Peer Pressure (Paechter)

Answer 6

PE- sport seen as primarily masculine, encouraged girls to opt-out
Female athletes had to express femininity, or risk marginalisation as ‘unfeminine’ and stigmatisation as ‘butch’ or ‘lesbian’

Question 7

Subject Image, Gender Identity, and Peer Pressure (Kelly)

Answer 7

Boys dominate science classrooms- grab equipment, answer questions aimed at girls, ridiculing girls’ q+a
Undermine girls’ confidence + intimidated them
Gender stereotyping in science- ‘invisibility’ of females in maths + science textbooks

Question 8

Subject Image, Gender Identity, and Peer Pressure (Colley)

Answer 8

Arts + humanities seen as feminine, science + technology as masculine
ICT as masculine- individual style of learning appeals to boys
Reinforced by peer group pressure to conform to gender expectations
Changes to curriculum change subject’s gender- Music inc technology so masculinised- 2001, 43% boys A-level, 2014, 59% boys A-level