Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Sociology - Education > Theorists - Gender and Education > Flashcards

Theorists - Gender and Education Flashcards

You may prefer our related Brainscape-certified flashcards:
Sociology 101 flashcards
1
Q

Key Theorist - McRobbie (1994): Impact of Feminism on Gender and Educational Achievement

WHAT DID THEY ARGUE?

A
  • In the 1970s, magazines emphasised the importance of getting married and not being ‘left on the shelf’, whereas nowadays, they contain images of assertive, independent women.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Key Theorist - Sharpe (1994): Impact of Changes in Girls’ Perceptions on Gender and Educational Achievement

WHAT DID THIS THEORY DO?

A
  • Carried out interviews with girls in the 1970s and 1990s to show there has been a major shift in the way girls see their future.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Key Theorist - Sharpe (1994): Impact of Changes in Girls’ Perceptions on Gender and Educational Achievement

WHAT DID THE STUDY FIND?

A
  • In 1974, girls had lower aspirations and believed that educational success was unfeminine, and that appearing to be ambitious would be considered unattractive.
  • They gave their priorities as as ‘love, marriage, children, jobs and careers’ in that order.
  • By the 1990s, girls ambitions had changed and they had a different order of priorities - they wanted to have a career and be able to support themselves as a priority.
  • Girls were now more likely to see their future as a strong, independent woman with a career, rather than as a person who is dependent on their husband and his income.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Key Theorist - O’Connor (2006): Impact of Changes in Girls’ Perceptions on Gender and Educational Achievement

WHAT DID THIS THEORY FIND?

A
  • From a study of 14-17 year olds, marriage and children were not a major part of their life plans.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Key Theorist - Fuller (2011): Impact of Changes in Girls’ Perceptions on Gender and Educational Achievement

WHAT DID THIS THEORY FIND?

A
  • Education was a central part of their identity.
  • Girl’s saw themselves as creators of their own future.
  • They believed in meritocracy and aimed for a professional career that would enable them to support themselves.
  • Clearly, these aspirations required qualifications, whereas those of 1970s girls, did not.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Key Theorist - Boaler (1998): Gender and Educational Achievement

WHAT DID THEY ARGUE?

A
  • Educational policies are a key reason for the changes in the achievement of girls.
  • Many of the barriers have been removed, and schooling has become more meritocratic, so that girls (who generally work harder than boys) achieve more.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Key Theorist - Gorard (2005): Gender and Educational Achievement

WHAT DID THIS THEORY FIND?

A
  • The gender gap in educational achievement was fairly consistent between 1975 and 1989, when it increased rapidly.
  • 1989 was the first year that GCSEs were introduced, bringing with them coursework as a major part of nearly all subjects.
  • The gender gap is a product of the changed system rather than a failing of boys.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Key Theorist - Mitsos and Browne (1998): Gender and Educational Achievement

WHICH OTHER SOCIOLOGIST DO THEY SUPPORT?

A
  • Gorard - conclude that girls are more successful at coursework because they are more conscientious and better organised than boys.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Key Theorist - Mitsos and Browne (1998): Gender and Educational Achievement

WHAT DO THEY CONCLUDE IN TERMS OF GIRLS AT SCHOOL?

A

They:

1) Spend more time on their work.
2) Take more time with the way that it is presented.
3) Are better at meeting deadlines
4) Bring the right equipment and resources to lessons.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Key Theorist - Mitsos and Browne (1998): Gender and Educational Achievement

WHAT DO THEY CONCLUDE ABOUT THE INCREASE OF ORAL EXAMS?

A
  • They are likely to benefit girls because they generally have better developed language skills.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Key Theorist - Mitsos and Browne (1998): Gender and Educational Achievement

WHAT DO THEY ARGUE?

A
  • These characteristics and skills are as a result of early gender socialisation in the family.
  • Girls are more likely to be encouraged to be neat, tidy and patient. These qualities are advantageous to girls in terms of assessment, increasing their achievement levels.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Key Theorist - Mitsos and Browne (1998): Gender and Educational Achievement

HOW CAN THIS THEORY BE EVALUATED?

A
  • Elwood (2005) argues that although coursework as some impact on the achievement gap, it is unlikely to be the cause of the gender gap, because exams have more influence on final grades than coursework.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Key Theorist - Elwood (2005): Gender and Educational Achievement

WHAT DO THEY ARGUE?

A
  • Although coursework has some influence on the achievement gap because exams have more influence on final grades than coursework.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Key Theorists - Jane and Peter French (1993): Gap in Gender Achievement

WHAT DID THEY FIND?

A
  • Boys received more attention because they attracted reprimands.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Key Theorists - Francis (2001): Gender Gap in Achievement

WHAT DID THEY FIND?

A
  • Whilst boys receive more attention, they were also disciplined more harshly and felt picked on by their teachers, who had lower expectations of them.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Key Theorist - Swann (1998): Gender Gap in Achievement

WHAT DID THEY FIND?

A
  • There were gender differences in communication styles.
  • Boys dominate in whole class discussion, where as girls prefer group and pair work and are better at listening and cooperating.
  • When working in groups, girls speech involves turn taking, and not hostile interrupts that characterise boy’s speech.
17
Q

Key Theorist - Swann (1998): Gender Gap in Achievement

WHAT TO DO THEY ARGUE?

A

This may explain why:
- Teachers respond more positively to girls, who they see as cooperative than to boys who they see as potentially disruptive. This may lead to a self fulfilling prophecy, where successful interactions with teachers promote girls self esteem and raise their achievement levels.

18
Q

Key Theorist - Weiner (1995): Gender Gap in Achievement

WHAT TO DO THEY ARGUE?

A
  • Since the 1980s teachers have challenged such stereotypes.
  • In general, sexist images have been removed from learning materials. This may have helped to raise girls’ achievement by presenting them with more positive images of what women can do.
19
Q

Key Theorist - Jackson (1998): Selection and League Tables

WHAT TO DO THEY ARGUE?

A
  • The introduction of exam league tables has improved opportunities for girls: high achieving girls are attractive to schools, but, low achieving boys are not.
  • This tends to create a SFP - because girls are more likely to be recruited by good schools, they are more likely to do well.
20
Q

Key Theorists - Slee (1998): Selection and League Tables

WHAT TO DO THEY ARGUE?

A
  • Boys are less attractive to schools because they are more likely to suffer from behavioural problems and are four times more likely to be excluded from school.
  • Boys are seen as ‘liability students’ - obstacles to schools being able to improve its league table scores.
  • Boys give schools a ‘rough, tough’ image that deters high achieving girls from applying.
21
Q

Key Theorist - Sewell: Feminisation of Education and Male Educational Achievement

WHAT TO DO THEY ARGUE?

A
  • Boys fall behind because education has become feminised.
  • Schools don’t nurture ‘masculine’ traits such as competitiveness and leadership.
  • Instead, schools celebrate qualities more closely associated with girls such as attentiveness and methodical working.
  • Coursework is a major cause of gender differences in achievement.
  • Some coursework should be placed with final exams and a greater emphasis should be placed on outdoor adventure in the curriculum.
22
Q

Key Theorist - Oakley (1973): Gender Differences in Subject Choice

WHAT TO DO THEY ARGUE?

A
  • Gender is socially constructed.

- Each sex is socialised to conform to gender ideals.

23
Q

Key Theorist - Norman (1998): Gender Differences in Subject Choice

WHAT TO DO THEY ARGUE?

A
  • Being socialised into gender ideals begins at an early age.
  • Parents reward boys for being active and girls for being passive.
24
Q

Key Theorists - Murphy and Elwood (1998): Gender Differences in Subject Choice

WHAT TO DO THEY ARGUE?

A

Boys read factual books and girls read stories about human emotion and people.
- Boys tend to take science and maths and girls tend to take English and humanities.

25
Q

Key Theorists - Dunscombe and Marsden: Gender Differences in Subject Choice

WHAT TO DO THEY ARGUE?

A
  • Female roles are emotional support, childcare, and housework and this affects children’s confidence.
  • Research has found that children are more confident in performing a task when they see it as part of their gender domain.
  • Students interpret the same task in a different way due to the way they have been socialised to conform to gender stereotypes.
26
Q

Key Theorist - Kelly: Subject Image

WHAT TO DO THEY ARGUE?

A
  • Science and the science classroom were a positive experience for boys.
  • Textbook and teacher explanations draw on the experiences of boys.
  • Boys are allowed to monopolise equipment and act as if the domain is theirs.
27
Q

Key Theorist - Colley (1998): Subject Image

WHAT DID THIS THEORY FIND FROM LOOKING AT COMPUTING?

A
  • Working with machines is part of the male domain.

- Teaching styles catered for boys more as there was less group work.

28
Q

Key Theory - DFES (2007)

WHAT DID THIS THEORY FIND?

A
  • Single sex schools had less stereotypical images of subjects.
29
Q

Key Theorist - Leonard (2006): Subject Image

WHAT TO DO THEY ARGUE?

A
  • Single sex schools have less traditional subject images.
  • Unlike mixed schools, girls were more likely to opt out of science and maths.
  • Girls are more likely to choose male dominated subjects at university.
30
Q

Key Theorist - Dewar (1990): Peer Pressure

WHAT DID THIS THEORY FIND IN THE STUDY OF AN AMERICAN SPORTS COLLEGE?

A
  • Girls were labelled as lesbian if they did sports based subjects.
  • Sport is seen as a male domain.
  • The absence of peer pressure from the opposite sex may explain why girls in single sex schools are more likely to choose traditional boys subjects.
31
Q

Key Theorist - Lees (1993): Gender Identity and Double Standards

WHAT DID THIS THEORY IDENTIFY?

A
  • A double standard of sexual morality in which boys boast about their own sexual exploits, but call a girl a ‘slag’ if she does not have a steady boyfriend or if she dresses or speaks in a certain way.
  • Sexual conquest is approved of by male peers and ignored by male teachers, but ‘promiscuity’ among girls attracts negative labels.
32
Q

Key Theorist - Connell: Gender Identity and Verbal Abuse

WHAT TO DO THEY ARGUE?

A
  • ‘a rich vocabulary of abuse’ is one of the ways in which dominant gender and sexual identities are reinforced.
  • Boys use name calling to put girls down if they dress in certain ways.
33
Q

Key Theorist - Lees (1986): Gender Identity and Verbal Abuse

WHAT DID THIS THEORY FIND?

A
  • Girls are called ‘slags’ if they appeared sexually available and ‘drags’ if they did not.
34
Q

Key Theorist - Paechter: Gender Identity and Verbal Abuse

WHAT DOES THIS THEORY ARGUE?

A
  • Name calling helps shape gender identity and maintain male power.
  • The use of the negative labels such as ‘gay’, ‘queer’ or ‘lezzie’ are ways in which pupils police each other sexual identities.
35
Q

Key Theorist - Mac an Ghail: Gender Identity and The Male Gaze/Male Peer Groups

WHAT DOES THIS THEORY ARGUE IN TERMS OF THE MALE GAZE AND MALE PEER GROUPS?

A
  • Refers to the visual control of each other identities as ‘the male gaze’.
  • The ‘male gaze’ is the way male pupils and male teachers look girls up and down, seeing them as sexual objects and making judgements about their appearance.
  • The ‘male gaze’ is a form of surveillance through which dominant heterosexual masculinity is enforced and femininity is devalued.
  • The ‘male gaze’ is one of the ways that boys prove their masculinity to friends and is often involved in the constant telling and retelling of stories about sexual conquests.
  • Boys who do not display their heterosexuality in this way, risk being labelled gay.
  • Working class boys were dismissive of boys who worked hard, calling them ‘dickhead achievers’.
36
Q

Key Theorists - Epstein and Willis: Gender Identity and Male Peer Groups

WHAT DID THEY FIND?

A
  • Boys in anti-school subcultures often accuse boys who want to do well at school as being gay or effeminate.
37
Q

Key Theorist - Harwood and Mac an Ghail (1996): Teacher Interaction/Discipline

WHAT DID THEY FIND?

A
  • Teachers ignored verbal abuse towards girls.

- Male teachers told boys off for ‘behaving like girls’ and teased them when they gained lower marks than girls.

38
Q

Key Theorists - Askew and Ross (1998): Teacher Interaction/ Discipline

WHAT DO THEY ARGUE?

A
  • Male teachers have protective attitudes towards their female colleagues and come in the classroom to ‘rescue them’.

Sociology - Education (12 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions