Gender and education

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  • Gender and education
    • external factors
      • influence of feminism
        • impacted womens rights through campaigns to win changes in the law. eg, equal pay
        • feminist ideas are likely to have affected girls' self-image and aspirations. Girls more motivated to do well in education
      • girls changing perceptions and ambitions
        • Sharpe - compared her two studies of WC girls in 1970 & 1990. Girls priorities changed from marriage & children to careers & being independent
        • Francis - girls now have high career aspirations so need qualifications
      • changes in the family since the 1970s
        • increased divorce rate - 40% of marriages now end this way
        • more lone parent families - 90% female headed
        • smaller families & women staying single
      • changes in women's employment
        • expansion of the service sector creating more female jobs
        • changes in the law
          • 1970 equal pay act
          • 1975 sex discrimination act
          • since 1975, the pay gap has halved
        • as a result girls have more incentive to do well in school
    • internal factors
      • equal opportunities policy
        • led to policies aimed at giving g&b equal opportunities
        • GIST & WISE programmes to encourage girls into science & tech
        • The national curriculum (1988) means g&b now largely study the same subjects eg. making science compulsory
      • role models
        • more female teachers & head teachers
        • presence of more female teachers 'feminises' the learning environment
        • encourages girls to see school as part of a female 'gender domain' resulting in girls perceiving educational success as a desirable feminine characteristic.
      • coursework
        • Mitsos and Browne- girls do better than boys in coursework as they mature earlier so can concentrate for longer
      • selection and league tables
        • marketisation leading to competition between schools. An incentive to try & recruit more able students.
        • girls generally more successful than boys, more attractive to schools
        • boys are lower-achieving & more badly behaved (4x more likely to be excluded)
      • identity, class and girls achievement
        • Archer - wc girls underachieve because of conflict between feminine identities and the schools habitus
        • choice: gain symbolic capital from peers or gain educational capital by conforming to the schools MC notions of the ideal female pupil
          • boyfriends bring symbolic capital but get in the way of school work

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