ED - T4 - PAGE 2 - GENDER DIFFERENCES

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  • PAGE 2 -ED- T4- GENDER DIFFERENCES
    • Boys and achievement
      • 1 boys and literacy
        • Gender gap = because boys view reading as feminine. Boys outdoor pursuits do not require or aid literacy skills
      • 2 globalisation and decline of men's' traditional jobs
        • nothing to aspire to so do not seek qualifications - industrialisation causes decline in manual labour - moved to 3rd world
          • these manual jobs already require little qualification
      • 3 feminisation of ed.
        • Sewell: many female teachers lead to boy's competitiveness not being nurtured
        • coursework causes gap -doesn't account for outdoor activity
      • 4 shortage of male teachers
        • males discipline boys better - YouGov: 42% of boys admit working harder with male teacher
      • 5 are more male teachers needed?
        • Read: women can deliver results men can. Most females favour masculine discourse (disciplinarian)
          • Liberal discourse: female. expectations to be kind,etc
          • Disciplinarean discourse: male, clear shouting, sarcasm in tone
      • 6 Laddish subcultures
        • Epstein: W/C boys who work hard labelled as gay = do not work hard = failure
          • supports Francis study: boys fear label as threat to masculinity
            • manual work = male. Reject schoolwork as not masculine
              • as girls move into masculine areas boys respond by constructing overly masculine
      • 7 moral panic about boys
        • critics of feminism argue girls have ultimate success and have stolen male jobs. Boys left at disadvantage
          • Feminist Ringrose: argues these views lead to moral panic of boys: to grow up and become unemployable underclass
            • Issue of narrowing only achievement gap = argues this ignores class + ethnicity problems. Also girls problems of harassment
      • Gender,class + ethnicity
        • McVeigh: class gap 3x wider than gender.
        • gender influenced by ethnicity: Black caribbean girls value ed as success = defines femininity. Sewell Boys = anti sch - school = not masculine
    • Gender and subject choice
      • After 16 no curriculum = A level = girls choose Eng, art, food tech. Boys choose science and maths
      • Explanations of differences in choice
        • 1 Gender role socialisation
          • Bryne: teachers encourage girls to play with dolls, boys build and fix things. Girls = passive/quiet. Boys = tough/strong
          • Norman: genders dressed differently and different expectations of them
            • Elwood: girls like to read about people, boys about processes + info.
              • Gender domains: Murphy: found children tackle same task differently. Girls dissect feelings, boys how it works
        • 2 Gendered subject images
          • subjects deemed male/female. Kelly: many science teachers and apparatus make it male domain
            • Colley: computing = male domain. Lacks group work - girls dislike. Machines = male
          • single sex schooling
            • Leonard: single sex sch pupils = less stereotypical. Girls take science, boys take Eng.
              • Institute of Physics: supports this as single sex sch girls 2.4x more likely to take sciences at uni
        • 3 Gender peer pressure/identity
          • Dewar: USA study: girls who take PE labelled "butch" and "lesbian". Peers police others
          • boys do not take music as fear of peer pressure + outside male domain
          • mixed schools: females studying science cause intimidation - peer pressure used to police identities.
        • 4. Gendered career opportunities
          • employment = gendered. Girls tend to do childcare courses as feminine career (similar to housewife role)
          • boys will not take vocational courses suited to female domain
        • Gender, vocational courses, and class
          • Fuller: W/C habitus  affects which jobs taken. Caregiver = W/C identity. = childcare
            • schools steer girls to these jobs by the work experience places offered to different genders
    • Pupil's sexual and gender identities
      • 1 Double standards
        • Lees: double standard of sexual morality. Boys given status for sexual conquests. Girls deemed ****s for certain dress
          • Feminists: patriarchal ideology ignores women's oppression. Reinforces gender inequality
      • 2. Verbal abuse
        • Lees: Vocabulary used to dominate: Boys actively call girls ****s to put them down for certain dress
          • Parker: boys labelled gay if friends with girls. - reinforces gender norms
      • 3 Male Gaze
        • Mac an Ghaill: the way male teachers and boys view women as sexual conquests.
          • retelling of sexual stories creates masculinity whilst disregarding feminity
      • 4 Male peer groups
        • Mac an Ghaill: study of Parnell school: found Macho lads dismissive of boys who work hard and aspire to M/C careers
          • M/C 'real Englishmen' work hard undercover to appear naturally clever
            • conclude that lower school = dominant identity = Macho lads. 6th form = real Englishmen.
      • 5 Female peer groups and discipline
        • Ringrose: study of 14 W/C girls shows girls two identities: Idealised fem. identity: loyalty to females. Sexualised identity: competing for many boys
          • Currie: Girls police others + forced to balance between two identities: frigid or **** shamed
      • 6 Teachers and discipline
        • Mac an Ghaill: boys told off by teachers for 'acting like a girl'
          • boys teased if get lower marks than girls on test
            • Askew: male teachers protective over female colleagues
              • reinforces idea women cannot cope alone
      • pupils experiences reinforce gender identity

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