Topic 4: Gender - Socialisation affect on achievement Flashcards
What do Edwards and Davids (2000) suggest about female primary socialisation?
Girls gain an advantage in education as they are spoken to more by their parents (improving language skills) and are taught to conform to formal behaviours.
Thus, by 7, they are more likely to pay attention and be self-disciplined. And, by secondary, they have a compliant motivational style.
How did Burns and Bracey (2001) show that early socialisation is reflected in attitudes and behaviours through school?
Girls, at secondary, are more motivated than boys and work harder.
What other ways demonstrate the reflection of early female socialisation in education?
- On avg, girls put more effort into they work and send greater time on hw. They are better organised and more likely to meet deadlines.
- From age 6, girls read more books than boys - this continues through life.
How does Hannan (2000) show that peer groups can have a significant influence?
Girls and boys spend leisure time differently.
Boys relate to their peers by doing, whereas girls talk. Thus girls have an advantage as they have increased comprehension and writing skills (could this have changed with the advent of online gaming?).
How is male socialisation different, according to Edwards and David (2000)?
At home, boys are allowed to be noisier and more attention-seeking than girls.
Thus, boys were more likely to break the rules at school and were less bothered about getting in trouble.
What did Edwards and David (2000) observe about boys by secondary school?
By the time they started, they had difficulties sitting still and concentrating.
They could really only handle short term tasks and were less prepared than girls to just get on with work.
How do boys and girls differ in their beliefs about shoolwork?
Boys believe it should be done at school and were not prepared to draft and redraft assignments, as girls were.
How did male peer groups influence attitudes towards work and behaviour?
They were organised by macho values.
Boys’ behaviour was regulated by other boys.
Eg, no crying.
What did Frosh et al (2001) find about value boys in macho groups placed on schoolwork?
They saw it is feminine and unmanly.
They did not value schoolwork seeing it as silly and weak.
Instead, they spent more time engaging in hyper-masculine behaviour, such as bullying the academic boys (homophobic abuse) or being disruptive in class.
What does Kirby (2000) note about the struggle boys have and the type of boys that succeed?
The boys that succeed are the ones who are helped at home, away from their peers.
Boys usually see asking for help from a teacher as being weak.
What do Kindon and Thompson (1999) note about the overconfidence of boys?
Even when a boy does not know an answer, they are still more likely to interrupt or attempt to answer.
Boys usually put failure down to bad luck, whereas girls are more realistic and put in extra work to quell their self-doubts.
How does Francis (2000) counter the research of Kindon and Thompson?
Francis claims boys no longer see themselves as being more able than girls.
Boys also have less realistic career aspirations (footballer) compared to girls (doctor), that require less academic qualis. Girls’ ambitions drive hard work.
What did Hargreaves and Willis observe about attitudes of working class boys at school?
They were much more fatalistic in accepting failure as inevitable.
They were develop anti-school coping strategies through anti-school subcultures or having a laugh at the expense of the academic boys.
How does Kirby (2000) criticise changes in modern society for reducing the opportunities for boys to catch up to girls?
Communicative play has declined because of Tv and computer games.
Computer games do not improve boys’ language deficiency, and the decline in family discussion time has also impacted this.
Thus, boys have less chance to catch up to girls in terms of language development.
