Gender and differential achievement

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Do males or females achieve better in education
Girls get better results in primary national curriculum tests, girls get better results in GCSE, and are more likely to pass A-levels and go to university than men
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Mitsos and Browne
Teaching has been feminised, women are likely to be class room teachers in primary schools giving them a positive role model. Text books and resources have changed, les likely to stereotype women
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How the national curriculum maintains subject gender stereotyping
National curriculum forced firls to do traditionally male subjects, girls streamed to do sceince, other LEA and government iniatives tried to encourage girls to do these subjects
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Swann and Graddol
Think high female achievement is a result of quality of interaction they have with teachers, most of the time teachers spend with girls is used to help with their work, time spent with boys is behavioural issues
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Jackson
Schools label boys negatively, boys are associated with poor behaviour which gives the school a bad name. Low achievement lowers schools league table positions, negative label becomes the self fuffilling prophecy
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Archer says girls face problems at school
Current boys underachievement masks problems girls face, high achieving Chinese or Asian girls get labelled as robots incapeable of independent thought. Black working class girls are labelled as loud and ongoing achievement of girls is fragile
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Girls are socialized to do well
Some sociologists argue that girls are socialised into ways of behaving that are well suited to classroom environments- to be quiter, listen to authority and to read
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Policies help girls oppression
Policies such as equal pay act and the sex discrimination act have helped to create equall opportunities in wider society, changing values and attitudes in school
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Sharpe
Girls priorities have changed, they now want careers and qualifications. More women go to work, so girls see positive role models in work. Girls now want to be financially independent
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Feminism changed womens expectations
Feminism has changess female expectations and has made people mroe aware of inequality. People are now more carefull about negative stereotyping, sex discrimination and patriarchy
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Changes in labour market have changed opportunities for women
Since the 1970s there has been continual increase in the size of the service sector which is traditionally female dominated, a shrinking of the private sector which is traditionally male centric
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Changes in family structure has changed female aspirations
On average, women noy marry and have children later in life so they pursue a career first. Movement towards equal roles within households partly as a result of feminism. Women are more able to seek work outside of the home
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Boys may have an identity crisis
Rise of female independence, the decline of the breadwinner role in soceity and the rise in male unemployment might mean that boys dont see the point in education. May lead to anti-school subcultures
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Interpetivists say teachers have low expectations of boys
Teacher expectations may lead to self fuffiling prophecy or poor behaviour, negative labeling may explain why they are more disruptive, boys are more likely to be excluded
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Role moels
The feminisation of teaching means that boys dont have as many role models in the classroom, especially in primary education
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Effects of negative labelling
Puts children into streams they don't deserve can cause some to rebel against the schools values, they form pro/anti school subcultures
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Willis
In 170 he looked at why working class kids got working class jobs, the lads rejected school and formed anti school subcultures, coped with their own underachievement by having a subculture where education didn't matter
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Mac and Ghail
Subcultures are complicated, lots of different types, boys may join a macho lad subculture because of a crisis of masculinity, boys could join pro-school subcultures and be proud of academic achievements
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Fuller
Studied a group of African-Carribbean girls who formed a subculture that worked hard to prove the negative labelling wrong
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Typical female and male subject choice
Girls tend to pick subjects like English and RE which are essay based, boys tend to picl maths and sceince subjects
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Gender socialisation and subject choice
Gender socialisation introduced ideas of femininity and masculinity can create different expectations of what pupils should study
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Kelly and subject choice
Found that science is seen as a masculine subject, boys dominate the science classroom
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Subject choice- social norms
Potential expectations may encourage students to folow what they see as the traditional normal choice for there gender, there is pressure to conform to the social norms and values
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Teachers effect on subject choice
Teachers may also have an effect on subject choice, more physics teachers are male, creating more male role models in this subject. In 2015 28500 boys and 7787 girls took physics examinations
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Card 2

Front

Mitsos and Browne

Back

Teaching has been feminised, women are likely to be class room teachers in primary schools giving them a positive role model. Text books and resources have changed, les likely to stereotype women

Card 3

Front

How the national curriculum maintains subject gender stereotyping

Back

Preview of the front of card 3

Card 4

Front

Swann and Graddol

Back

Preview of the front of card 4

Card 5

Front

Jackson

Back

Preview of the front of card 5
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