ED - T4 - PAGE 2 - GENDER DIFFERENCES
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- Created on: 06-06-17 10:04
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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
- nothing to aspire to so do not seek qualifications - industrialisation causes decline in manual labour - moved to 3rd world
- 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
- Read: women can deliver results men can. Most females favour masculine discourse (disciplinarian)
- 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
- manual work = male. Reject schoolwork as not masculine
- supports Francis study: boys fear label as threat to masculinity
- Epstein: W/C boys who work hard labelled as gay = do not work hard = failure
- 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
- Feminist Ringrose: argues these views lead to moral panic of boys: to grow up and become unemployable underclass
- critics of feminism argue girls have ultimate success and have stolen male jobs. Boys left at disadvantage
- 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
- 1 boys and literacy
- 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
- Elwood: girls like to read about people, boys about processes + info.
- 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
- Leonard: single sex sch pupils = less stereotypical. Girls take science, boys take Eng.
- subjects deemed male/female. Kelly: many science teachers and apparatus make it male domain
- 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
- Fuller: W/C habitus affects which jobs taken. Caregiver = W/C identity. = childcare
- 1 Gender role socialisation
- 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
- Lees: double standard of sexual morality. Boys given status for sexual conquests. Girls deemed ****s for certain dress
- 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
- Lees: Vocabulary used to dominate: Boys actively call girls ****s to put them down for certain dress
- 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
- Mac an Ghaill: the way male teachers and boys view women as sexual conquests.
- 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.
- M/C 'real Englishmen' work hard undercover to appear naturally clever
- Mac an Ghaill: study of Parnell school: found Macho lads dismissive of boys who work hard and aspire to M/C careers
- 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
- Ringrose: study of 14 W/C girls shows girls two identities: Idealised fem. identity: loyalty to females. Sexualised identity: competing for many boys
- 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
- Askew: male teachers protective over female colleagues
- boys teased if get lower marks than girls on test
- Mac an Ghaill: boys told off by teachers for 'acting like a girl'
- pupils experiences reinforce gender identity
- 1 Double standards
- Boys and achievement
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