Gender Differences in Achievement
- Created by: Megnicpip
- Created on: 14-06-18 14:52
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- Gender Differences
- External Factors
- Changes in girl's aspirations
- Sharpe: girls were more likely to see their future as an independent women
- Beck et al: individualism, it is valued more strongly than in the past
- O'Connors: 14-17 year olds found that marriage and children were not a major life goal
- Changes in family structure
- Increase number of female headed lone parents therefore more women breadwinners
- increase in divorce rates means more girls look to provide for themselves
- Feminism
- McRobbie: girls magazine sin the 70's emphasised the importance of getting married. Nowdays, they emphasise assertive independent women
- Womens employment
- pay gap has decreased from 30% to 15%
- Positive role models
- Class, Gender and Ambition
- Reay: limited aspirations reflect the limited opportunities they perceive as being available to them
- Biggart: more likely to face a precarious position in the labour market and to see motherhood as only viable option
- Changes in girl's aspirations
- Internal Factors
- Radical Feminists
- System is patriarchal: sexual harassment, limitations in girls subject choice, more male headteachers
- Equal Opportunities Policies
- GIST and WISE
- National Curriculum meant boys and girls can study same subjects
- Boaler: provided meritocracy where girls and boys that work hard do well
- Role Models
- Increase in female headteachers and deputies providing role models for girls with highly educated teachers
- GCSE and Coursework
- Gorard: product of the changed system of assessment rather than any more gerneral failing boys, girls are more conscientious and better organised
- Elwood:the argument can only influence the gender gap not fully explain it
- Teacher Attention
- French: boys recieved more negative ttention from the teacher
- Francis: boys were disciplined more harshly than girls
- Swann: boys dominated whole class discussions
- Challenging Stereotypes
- Weiner: teachers are more likely to challenge stereotyped behavior providing positive role models
- Selection and League Tables
- Slee: boys are more of a liability and give a school a rough image
- Radical Feminists
- Identity and Class
- Being loud
- to be viewed as other girls view boys assertive and independent, this is misinterpreted as aggression, as they don't conform
- Boyfriends
- gets in the way causing lower aspirations, reject masculine subjects and adopt traditional stereotype roles
- Symbolic capital
- status, recognition and sense of worth, wc girls gain this however it conflicts with schools values
- Hyper heterosexual feminine identities
- girls invest a lot of time to look a certain way, this is to avoid being ridiculed
- interferes a girls education the preferred middle class identity excludes working class
- Successful WC girls
- Evans: girls wanted to go to university to increase earning power to help families
- Skeggs: caring is a crucial part of this identity
- Archer: staying local limits subject choice and market value of degree
- WC dilemma
- either gain symbolic capital or gain educational capital, this causes a struggle
- Being loud
- Boys and Achievement
- Laddish Subcultures
- Epstein: WC boys are liekly to be harassed, labelled as sissies and subjected to homophobic verbal abuse
- Francis: boys were more concerned about being labelled swots
- peer pressure to be heavily competitive at sports, tend to reject schoolwork so not labelled gay
- Feminisation
- Sewell: education has become feminsied they prefer methodological work and attentiveness in class, schools do not nurture masculine traits
- Literacy
- Government policies
- National Literacy Strategy: focuses on boys reading
- Dads and sons campaign: encourages fathers to become more involved
- Government policies
- Shortage of Male Primary Teachers
- Read: male teachers are better to impose strict discipline among boys
- Francis: 2/3 of 7-8 year olds believed gender made no difference
- Haese: male teachers in the UK have a one in four chance of gaining a headship
- Globalisation and Decline of Traditional Male Jobs
- Mitsos et al: the decline in male employment opportunities has led to an identity crisis, reduce self eswwm and motivation
- Laddish Subcultures
- Subject Choice
- Subject Images
- Kerlly: science teachers are often male textbooks relate to boys
- IOP: all girls school 24 times more likely to take physics
- Colley: the way computer science is taught puts females off
- Role Socialisation
- Norman: different toys, dress differentley and encouraged to take part in different activities
- Byrne: teachers encourage boys to be tough and show initiative
- Browne et al: children are more confident when engaging in tasks seen as part of their gender domain
- Identity and Peer Pressure
- Pachter: girls who are sporty have to cope with an image that contradicts the stereotype
- Dewar: boys wuld call girls lesbian or butch if they were interested in sport
- Career Opportunities
- wmens jobs tend to be similar to housewives
- if boys get the message nurses are female they wont go for it
- Subject Images
- Sexual and Gender Identities
- The Male Gaze
- Mac an Ghalil: male pupils and teachers look girls up and down, a form of surveilance
- Verbal Abuse
- Paechter: maintains male power, pupils police each other
- Parker: function is simply to reinforce gender norms and identity
- Double Standards
- male teachers tend to ignore male promiscuity
- Feminists: reinforce gender inequalities
- Male Peer Groups
- wc definition based on toughness
- Female Peer Groups
- Nike identities
- frigid shaming
- Teachers are no better!
- Mac an Ghalil: male teachers told boys off for behaving like girls, ignore verbal abuse of girls
- Skey et al: male teachers rescue female teachers, reinforcing the idea that women cant cope
- The Male Gaze
- External Factors
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