Gender differences in achievement
- Created by: Joseph Timoney-Smith
- Created on: 25-03-14 18:27
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- Gender differences in achievement
- External factors
- Changes in family
- An increase in divorece rate
- Meaning again girls will take on the breadwinning role
- An increase in single parents
- Female-headed families inspire girls too to work hard at school as women have to take over the breadwinning role
- Smaller families
- Have to support their family in the future so have to get a good job in order to support them
- An increase in divorece rate
- Changes in women's employment
- The 1970 Equal Pay Act made it illegal to pay different amounts of money for the same job
- Yet, this has been challenged as men are more likely to receive wanted job premotions
- The 1970 Equal Pay Act made it illegal to pay different amounts of money for the same job
- Girls's changing ambitions
- Sue Sharpe interviewed girls at a school in 70s and found all girls wanted to be married, have the expressive role and have chidlren
- But in the 90s she asked again and found that they wanted to have a career and wanted to go to university
- Sue Sharpe interviewed girls at a school in 70s and found all girls wanted to be married, have the expressive role and have chidlren
- Changes in family
- Internal Factors
- Equal Opportunities
- GIST (Girls Into Science and Technology) encourage girls to do the less "traditional" and gendered "fit" classes in schools and pursue careers that are non-traditional
- As science is now compulsory for all students at schools this has encouraged more girls to continue it further
- Positive role models
- Male teachers have been on the rise in recent years but due to schools having more female teachers, the girls are inspired to pursue a career from them
- It could be argued that primary schools have become "feminised" creating a "gender domain" that inspires girls from a young age but can put down boys
- Seawell agreed with this and also said that schools do not embrace masculine traits such as competitiveness and celebrate traits mostly found in girls such as being kind
- GCSE and coursework
- Mitsos and Browne found that girls perform better at schools for a number of reasons
- Spend more time on their work
- Are better prepared
- Are more self-conscience of their work
- Are better at meeting deadlines
- Have the right equipment
- Mitsos and Browne found that girls perform better at schools for a number of reasons
- Equal Opportunities
- External factors
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