Gender Differences in education
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- Created by: natalliaah
- Created on: 12-03-14 14:40
External factors in girls achievement
- The influence of feminism
- Feminists have had an impact on the changes on law to fight for womens rights and oppportunities.
- Feminists have affected the girls self-image and aspirations. And so they are motivated to do well in education.
- Girls changing perception and ambitions
- Sharpe compared two studies of working class girls from 1970's and 1990's.
- In the 1970's girls priorities were love and family life first. They saw their future in terms of domestic role, not paid work.
- In the 1990's priorities have switched to education and career being more important to them.
- Francis found that girls now have more career aspirations and so needed educational success.
- Sharpe compared two studies of working class girls from 1970's and 1990's.
- Changes in the family
- Increase in divorce rates, more lone parent families, more cohabitation and less marriages, smaller families and more woman are single.
- This means that women have more need and opportunity to be economically independant and so give them more motivation to do well in education.
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External factors in girls achievement 2
- Changes in womens employment
- There are now more jobs available for women this is because of the changes in the law.
- 1970 Equal Pay Act
- 1975 Sex Discrimination Act
- Girls now have more initiative and see their future asa paid work and so they do well in education instead of look at their future as domestic work.
- There are now more jobs available for women this is because of the changes in the law.
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Internal factors and girls achievement
- Equal opportunities
- Feminists have wide spread in education and it is now seen as a norm that girls and boys are equally capable.
- There are policiess aimed at girls to encourage them into subjects like science and technology. GIST and WISE programmes.
- These policies make education meritocratic where everyone has an eual chance to succeed.
- Role models
- There are now more female teachers which provide a positive, pro-school role models for girls.
- Female techers 'feminise' the enviroment of school and encourage girls to see school as a part of a 'gender domain'. And so they percieve education as success as a desirable feminine characteristic.
- Coursework
- Mitos and Brown suggest that girls do better at coursework than boys as they are more organised. Girls mature quicker and so they concentrate better.
- As a result coursework boosted girls exam results more than boys'
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Internal factors and girls achievement 2
- Stereotypes in learning materials
- Females were both under- represented and potrayed as subordinate to males in domestic roles.
- Since 1980' sexist images of women have changed and replaced with positive images. This inpacted on the girls perception of what they can do and rose their aspiratons.
- Teacher attention
- French and French claim that girls and boys got similar kinds of attention fromm teachers but the boys got more because of their unsuitable behaviour
- Francis said that although boys got more attention they were disciplined more harshly and had lower expectations from them.
- Swann claims that boys are better at class discussions as girls work better in group work as they can cooperate and listen better.
- Selection and league tables
- Marketisation policies such as publication of league tables have lead to competition between schools and created an incentive of recruiting more able students.
- Girls are more successful than boys so are attractive to the schools.
- Boys are more likley too be misbehaved and will bring bad reputation to the school.
- This is why girls are more likely to get a place at successful schools.
- Marketisation policies such as publication of league tables have lead to competition between schools and created an incentive of recruiting more able students.
- Females were both under- represented and potrayed as subordinate to males in domestic roles.
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Boys underachievement 2
- 'Laddish' subcultures
- It is said that boys are pressured to demonstrate their macuulinity and be anti-school.
- Francis found that boys were more concerned about being labelled by peers than girls.
- Epstein found that pro-school working-class boys are more likley to be labelled as 'gay' and to be harrased.
- Policies to raise boys achievement
- The policies use boys leisure interests and famous role models and aim to improve their literacy skills and motivate them. Example: Playing for success.
- Gender and subject choice
- National Curriculum - Subjects are compulsory but where there is a choice boys choose subjects like resistant materials and girls choose food technology.
- Post 16 education - Boys choose physics and maths and girls choose sociology and english.
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Gender differences in subject choice
- In families from early ages of children they are dressed differently (boys blue and girls pink), boys were rewarded for being active and girls for being passive
- At school boys were taight to have initiative and girls of being uiet, helpful and tidy.
- Gender domains - activities seen as either female or male.
- Gendered subject images - subject are seen as female or male
- Peer pressure - girls or boys being pressured not to do a subject because of their friends.
- Gender careers - careers that are seen to be for women or men.
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Gender identity and schooling
- Feminists argure that experiances at school act as a form of control to peproduce patriarchy - male domination. This is done by :
-
- Verbal abuse : name calling of girls and putting them down.
- Lees says that girls are being called 'slags' by boys if they appear sexually available as there is no equivelent of the word to boys.
- The male gaze- male teachers seeing girl students as sexual objects.
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