Topic 4 - Gender Differences in Achievement Flashcards

1
Q

External factors - Impact of feminism

A

Girls changing priorities from the 70s-90s, more career dominated & independent now.

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2
Q

External factors - Changes in Law

A

Changes in the law have improved the position of working women e.g. Equal Pay Act (1970)

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3
Q

External factors - Changing girls ambitions

A

Sharpe interviewed girls:
in 1970s: wanted marry and have children, and saw their future in terms of a domestic role.
in 1990s: girls priorities had changed to careers and wanting to be independent.

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4
Q

Internal Factors - Coursework

A

Mitos and Brown - girls do better than boys in coursework because they are more conscientious and better organised.

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5
Q

Internal factors - Equal opportunities policy

A

GIST and WISE programmes to encourage girls into science and technology.
National curriculum allows choice, & girls and boys study same subjects

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6
Q

Internal factors - Role models

A

More female teachers (only 1/6 primary school = male)
Feminization of education.
School part of the ‘female gender domain’

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7
Q

Internal factors - Teacher attention

A

Swann - teachers respond more positively to girls & give more encouragement

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8
Q

Internal factors - Selection & league tables

A

Girls are generally more successful than boys, so are more attractive to schools.

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9
Q

External factors - Boy’s achievement [2]

A
  • Boys leisure interests do not encourage language and communication skills, whereas girls ‘bedroom culture’ does.
  • A decline in manual labour, less motivation to get qualifications - has led to a ‘male identity crisis’
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10
Q

‘Bedroom culture’

A

Girls bedroom culture encourages language and communication skills + homework.

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11
Q

Internal factors - Feminisation of education

A
  • Boys fall behind because education has been ‘feminised’, meaning schools no longer nurture masculine traits.
  • The introduction of coursework has disadvantages boys.
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12
Q

Internal factors - Laddish subcultures

A
  • There is peer-pressure on boys to demonstrate their masculinity by being ‘anti-school’.
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13
Q

Evaluation of gender differences [4]

A
  • Ward: Boy’s can reject ‘macho’ culture and adopt ‘geek’ identities
  • Identity formation changes over time - e.g. gender identity is not fixed and completely shaped by school
  • Individuals also shaped by ethnicity, class, age
  • Other agents e.g. family, media, religion may also shape gender identity.
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