T2 | Gender and achievement (internal) Flashcards
What are the key internal factors that affect gender and achievement?
- Teachers and role models
- GCSE and coursework
- Selection and League Tables
How do teachers and role models impact achievement within gender?
There is an increase of female teachers to male, these women in senior positions may act as a role model for girls showing them that women can achieve positions of importance and giving them non-traditional roles to aim for.
Female teachers are likely to be particularly important role models as far as girls’ educational achievement is concerned since to become a teacher the individual must undertake lengthy and successful education herself.
How did the changes in GCSE and introduction of coursework help benefit girls achievement?
Some sociologists argue that changes in the way that pupils are assessed has favoured girls and disadvantaged boys.
> Steven Gorard (2005)
— Found that the gender gap in achievement was fairly constant from 1975-1989 and increased sharply
——— This is the year in which GCSE was introduced bringing with it coursework as a major part of nearly all subjects.
— Gorard concludes that the gender gap in achievement is a product of the changed system of assessment rather than any more general failing of boys.
> Mitsos and Browne (1998)
— Found that girls are more successful in coursework because they are more conscientious and error-prone than boys.
— Girls:
1. Spend more time on their work
2. Take more care with the way it’s presented
3. Are better at meeting deadlines
4. Bring the right equipment and materials to lessons
— They argue that these factors have helped girls to benefit from the introduction of coursework in GCSE, AS and A-Level.
Some sociologists argue that these characteristics and skills are the result of early gender role socialisation in the family (eg. girls are more likely to be encouraged to be neat, tidy and patient).
> Elwood (2005)
— Argues that, although coursework has some influence, it is unlikely to be the only cause of gender gap since exams have more influence (than coursework) on final grades.
How do Selection and League tables affect achievement for girls?
Marketisation qualities have created a much more competitive climate in which schools see girls as desirable recruits because they achieve better exam results.
> David and Jackson (1998)
— The introduction of exam league tables has improved opportunities for girls.
— High achieving girls are attractive to schools whereas low achieving boys are not.
— This says to create a self fulfilling prophecy, girls are more likely to be recruited to good schools and so more likely to do well.
What is Marketisation of education?
This is the way in which schools advertise themselves to the community. In this they say what they do and what they’re good at, and it makes the school look more appealing.
What does GIST stand for?
Girls into Science and Technology.
What does WISE stand for?
Women in Science and Engineering.
What is the Education Reform Act (1988)?
The introduction to the national curriculum.
What are the aims of GIST and WISE?
— It was to encourage girls to pursue careers in non-traditional male-dominated areas
— They have done this through female scientists visiting schools, acting as role models.
— Through this, gender equality has been attached, and non-sexist career advice has been provided for girls.
What was achieved through the Education Reform Act / National Curriculum ?
— Pupils have to study maths, english and science from the ages 5-18.
— Tests at the end of each Key Stage
— No longer allow boys and girls to study separate subjects, they have to study the same curriculum.
How was the National Curriculum set to improve gender differences in achievement?
It removed the source of gender inequality by making boys and girls study the same subjects.
> Jo Boaler (1988)
— Sees that the impact of equal opportunities policies as the key reasons for the changes in girls achievement
— Many of the barriers have been removed and schooling has become more meritocratic, based on equal opportunities so that girls who generally work harder than boys achieve more.
To what extent are educational policies valid in contemporary society?
They have not had as much of an impact as wanted since male boys take mathematical subjects (eg. chemistry, maths and IT) more often than girls.
Statistics show that since 2017, psychology is the most popular subject amongst girls.
> Kelly (1987)
+ Benefited girls by allowing them to study core subjects, once only selected for male students.
> Boaler (1988)
+ Equal opportunities policies equals meritocratic; so they remove the barriers.
OVERVIEW OF GENDER INTENRAL
- Teachers and role models
+ Increase in female teachers = role models to girls because it shows they can achieve such positions - GCSE and Coursework
> Steven Gorard (2005)
— He concludes that the gender gap in achievement is a product of the changed system of assessment rather than any more general failings of boys.
> Mitsos and Browne (1998)
— Found that girls are more successful in coursework because they are more conscientious and error-prone than boys.
— Girls: spend more time on their work, care more about the way it’s presented and are better at meeting deadlines.
— Some would say that this is due to primary socialisation (eg. girls are taught to be neat and tidy).
> Elwood (2005)
— Coursework has had some influence but can’t be the only reason for the gender gap because exams have more influence on the final grade.
- Selection and League Tables
+ Marketisation policies have created a much more competitive climate.
+ Schools see girls as more desirable
> David Jackson (1998)
— League tables improved opportunities for girls
— High achieving girls are more attractive to schools whereas low achieving boys are not.
