Gender and education

?
External factors for girls
........
1 of 170
Changes in employment opportunities for women
Better career opportunities which motivates girls to gain good qualifications Equal pay Act (1970) and Equality Act (2010)
2 of 170
Who claims more women are breaking the 'glass ceiling'?
Webb (2005)
3 of 170
According to Webb the Pay gap has fallen from .... to .... since 1975?
30%, 17%
4 of 170
What does Francis (2001) claim about women's employment ambitions?
Aiming for high professions like doctors or
solicitors
5 of 170
Impact of feminism
The feminist movement has improved rights for women and challenged traditional stereotypes so no longer expected to be wives and mothers
6 of 170
Who found that in the 70's 'jackie' magazines emphasized marriage and not being left on the shelf?
McRobbie (1994)
7 of 170
What is this in contrast with nowdays?
Media have positive role models of strong independent women meaning girls are more motivated to do well
8 of 170
What did Wilkinson (1999) find?
Feminist ideas promoting equality transferred to girls in the media in 80's and 90's
9 of 170
Changing ambitions
Girls now strive to be more financially independent so need to achieve
10 of 170
Who found that in 1976 girls saw educational success as unfeminine and their priorities were love, marriage and children before Careers?
Sharpe (1976/1994)
11 of 170
In contrast, what did Sharpe discover in 1994?
Ambition was Career first to be financially independence rather then rely on husband
12 of 170
What did Fuller (2011) argue girls recognized?
to live independently they needed a good education to get a professional that supports
themselves
13 of 170
Changes in the family
Increased divorce rates, decline in marriage rates, increase in LPF
14 of 170
What have become role models for girls in the family?
Financially inderpendent women & woking mums become role models for girls
15 of 170
Thus what will this motivate them to do?
do gain good qualifications to achieve financial independence
16 of 170
Evaluation of external factors for girls
.......
17 of 170
Despite 30 years of gender equality in education what do men dominate still?
Top jobs and pay
18 of 170
What do radical feminists argue job opportunities are and what is the result?
based on patriarchal assumptions and thus, men remain breadwinners and women in the home
19 of 170
Explain how class difference can be an evaluation
W/C girls still have gender stereotypes and the aspirations of marriage and children and expect to go into low paid jobs
20 of 170
Internal factors for girls achievements
......
21 of 170
Equal opportunity policies
Policy makers are more aware and believe that boys and girls should have the same opportunities
22 of 170
Name 2 policies that encourage girls to enter traditionally male subject areas
WISE and GIST
23 of 170
What allowed boys and girls to be on equal terms because it made them both allowed to study the same core subjects?
The National Curriculum (1988 Reform Act)
24 of 170
What policy made schools more likely to recruit girls and why?
League tables (1988 reform Act) because girls statically high achievers and less disruptive and hardworking
25 of 170
Female teachers as positive role models
More women entering high positions in the education system inspiring girls to gain a good education
26 of 170
Who argues that teachers are challenging gender stereotypes more than ever?
Weiner (1995)
27 of 170
In primary School how many female headteachers are there?
72%
28 of 170
How many female teachers is there in secondary school?
65%
29 of 170
How many male headteachers are there in secondary schools?
62%
30 of 170
How many female headteachers are there in secondary schools?
38%
31 of 170
However, what are men more likely to be despite there being more female teachers in secondary schools?
Headteachers in secondary schools
32 of 170
What are men also more likely to teach?
stereotypical male subjects like science and maths
33 of 170
Challenging stereotypes in the curriculum
The removal of gender stereotypes from learning materials has helped remove the barrier to girls acheievement
34 of 170
What were women portrayed as in the '70s and '80s in learning materials?
as housewives and scared of science
35 of 170
What does Weiner (1995) believe that removing sexist images from reading materials has done and why?
Raised girls achievements due to positive images of women
36 of 170
However, what does Johnson argue that the curriculum is and why?
Somewhat sexists as women's history still has a low profile in many schools
37 of 170
GCSE's and coursework
Changes in the way students are assessed have favoured females and disadvantaged males
38 of 170
Who points out that the introduction of GCSEs brought more coursework-based assessments which girls are more suited to?
Gorard (2005)
39 of 170
Who argues that coursework is better suited to girls because of the way they have been socialized?
Mitsos and Browne
40 of 170
Because girls have been socialized into being conscientious and better organized than boys why does this make their coursework better?
They spend more time on their work, present it neatly, meet deadlines and are string verbally in class
41 of 170
However, who argues that coursework is unlikely to be the only reason for the gender gap because it has less influence on final grades than exams?
Elwood(2005)
42 of 170
Teacher attention, stereotyping, and labeling
Boys and girls are labeled differently in terms of their behavior
43 of 170
what type of attention and labeling do boys receive?
More warning and feel picked on
44 of 170
what type of attention and labeling do girls receive?
Seen as ideal and better listening & feel picked on
45 of 170
Who argues that boys get more attention and are disciplined more harshly leading to teachers having lower expectations of them?
Francis (2001)
46 of 170
What does Francis argue about girls?
seen as ideal and teachers interact with them in a more positive way which improves success
47 of 170
Who argues that boys are more boisterous and interrupt where as girls listen more so react more positively to them ?
Swann (1998)
48 of 170
Social class and girls achievement
......
49 of 170
In 2013 how many girls on FSM (poorer backgrounds) achieved 5 A*-C at GCSE?
40.6%
50 of 170
In 2013 how many girls not on FSM achieved 5 A*-C at GCSE?
67.5%
51 of 170
What did Evans find about Working-Class Girls?
Found W/C girls aspired to go to Uni to increase earning power (but usually to help the family which reflects the W/C girl's identity)
52 of 170
Who found that W/C girls are forced to stay at home during studies because of high living costs and thus, re4stricting their opportunities?
Skeggs (1997)
53 of 170
Who notes that staying local and living at home is important to W/C girl's identity?
Archer (2010)
54 of 170
What other reason does Archer argue girls may want to stay at home for?
May be unable to maintain hyper-heterosexual identity at uni because of living costs so stay at home
55 of 170
What Research evaluates Successful working-class girls?
Contemporary Research
56 of 170
Who found that girls are more likely to be suspended or expelled nowadays and be involved in anti-social behaviors?
Jackson, Paecher and Renold (2010)
57 of 170
What does this dismiss?
Myths that the education system is equal or based on feminism
58 of 170
What did Morris and Perry (2017) find about African-American girls?
3x more likely than white girls to be sent to the school office for punishment
59 of 170
Social class and girls achievement
.......
60 of 170
Who argues W/C girls' identities and values create differences in girls' achievement and why?
Archer (2010), symbolic capital
61 of 170
What is symbolic capital?
status, recognition and sense of worth that we obtain from others
62 of 170
Why do W/C girl's identities lead some girls to fail?
Because many girls gained symbolic capital firm friends but not the education system so face a dilemma to reject the W/C identity or become an ideal pupil
63 of 170
1. Hyper-heterosexual identities (definition)
'desirable' and 'glamourous', '****' clothes, makeup and hair
64 of 170
What 3 things do W/C girls invest in order to achieve the hyper-heterosexual identity?
effort, time and money
65 of 170
Why did teachers negatively label girls with the hyper-heretosexual identity?
because they saw it as a distraction and a barrier to learning
66 of 170
According to Archer (2010) what did schools see as the ideal identity?
a de-sexualised M/C one
67 of 170
2. boyfriends
.......
68 of 170
What were the 4 reasons why Archer believed many W/C girls failed as they had a boyfriend?
Got in the way of completing school work to a high standard, Lowered girls Uni aspirations, more likely to want to settle down and get jobs and have kids, some girls dropped out after being pregnant
69 of 170
3. Being loud
....
70 of 170
What did a loud feminine identity who was independent and assertive lead some girls to do?
Question the teaches authority
71 of 170
What does the loud identity fail to conform with and bring on conflict with teachers?
the teacher's ideal feminine identity of being passive and submissive
72 of 170
Explanations for gender differences in subject choice
Where there is a choice boys and girls pick
different subjects
73 of 170
At A level what are boys more likely to pick (2)?
Physics and maths
74 of 170
What percentage of childcare students are girls?
99%
75 of 170
What percentage of engineering students are boys?
97%
76 of 170
1. Gender role socialisation
The process of learning the behaviour expected pf males and females in education
77 of 170
Who argues the school takes an important role in gender socialization?
Byrne(1979)
78 of 170
What does Bryne argue teachers encourage boys to be ..... and girls to be ....
tough, tidy, and helpful
79 of 170
As a result boys and girls develop different tastes affecting subject choice, provide examples (books)
Boys prefer hobby books and girls storybooks
80 of 170
Who claims that socialization and teachers reinforce gender domains by setting tasks and toys that say in their Gender domain affecting subject choice as they feel safer in their 'territory'?
Ross (1991)
81 of 170
Provide evaluation for Gender role socialization?
Move towards gender-neutral socialisation in early years and teachers have been trained to be more gender-neutral
82 of 170
Gender Subject image
Many argue that Subjects have male/female images because of the way they are presented
83 of 170
What does Kelly (1979) argue about science meaning girls are less likely to choose it?
That science is a boy's subject because science teachers are more likely to be male, textbooks and class examples draw on male interests and boys dominate the lab
84 of 170
Who argues computer studies are male because its methodicalogial which appeals to boys whereas girls prefer group tasks?
Colley (1998)
85 of 170
Provide evaluation for Gender subject image (name the researcher)
DFES (2007) found the subject choice and gendered subject image are not a problem in same-sex schools and were varied
86 of 170
Gender identity and peer pressure
Subject choice can be influenced by peer pressure or may be but off due to gender identity
87 of 170
What did Paetcher (1998) find?
Grils were stigmatized by friends if they choose sporty subjects as it went against the image of the traditional female
88 of 170
Who found girls would be called 'butch' or 'lesbian' if involved in sports?
Dewar (1990)
89 of 170
However, what did Leonard find?
An absence of peer pressure in same-sex schools and gender subject choice isn't apprent
90 of 170
What does this show?
Genderisation of subjects is a result of social construction
91 of 170
Gendered career opportunities
The subject choice may be influenced by employment patterns in society
92 of 170
What are female jobs similar to?
Those of housewives eg. childcare and cleaning
93 of 170
What will this affect?
subject choice because children will see whats acceptable
94 of 170
Who found schools steered girls and boys into certain jobs in work experience?
Fuller (2011)
95 of 170
Provide examples of what they encouraged girls to do?
Nursery, retail and beauty
96 of 170
However, how many women are working in STEM?
900,000 and its increasing
97 of 170
Internal Factors fo boys achievement
The feminisation of education, laddish subcultures, shortages of male primary school teachers
98 of 170
Feminisation of education
......
99 of 170
Who argues we have thrown the boy in the bathwater?
Sewell (2006)
100 of 170
According to Sewell, what type of masculine traits does the education system no longer nurture with its feminization?
Competition and leadership
101 of 170
Why does education put boys off according to Sewell (traits)?
celebrates female qualities more like paying attention
102 of 170
Why does Sewell argue coursework should be replaced with final exams (and has been)?
Because coursework is a major cause of for gender differences
103 of 170
'Laddish subculture'
Boys may reject school work to avoid bully or bully those who are 'unmanly'
104 of 170
Who studied a small group of W/C lads and found they mocked M/C achievers and what did they call them?
Willis (1977)
105 of 170
Who found W/C boys are likely to be subject to homophobic abuse if they are seen to be doing work as school work is seen as effeminate?
Epstein (1998)
106 of 170
What does Fuller argue all this leads to?
them to reject the culture and values of the education system
107 of 170
What percentage of primary school teachers are male?
14%
108 of 170
What percentage of boys said a male teacher would make them work harder?
42%
109 of 170
Who argues that teachers are less likely to label boys as ideal?
Francis (2001)
110 of 170
What do Mitos and Browne (1998) find?
Teachers have lower expectations of boys and expect their work to be rushed leading to SFP
111 of 170
Give a stat and the person who found it that suggests that an absence of male primary school teachers may not be a factor in boys' underachievement?
2/3 7-8-year-olds believed gender of the teacher didn't matter (Francis(2008))
112 of 170
External factors to boys achievement
Poor make literacy, decline in manufacturing
113 of 170
Who claims that the gender gap is because of poor male literacy?
DCSF (2007)
114 of 170
What 2 things do boys do that increase poor male literacy?
Read less than boys and partake more time in leisure pursuits
115 of 170
What percentage are boys more likely to game?
17%
116 of 170
Describe 'bedroom culture'
Grils talk with friends which develops good communication skills and aids with English, MFL, debate, and essay subjects
117 of 170
Thus, why do boys do less well?
poorer language skills
118 of 170
Decline in manufacturing
.....
119 of 170
What has caused the decline in the industry since the 1980s?
globalisation
120 of 170
Who argues there is an 'identity crisis' among W/C boys?
Mitos and Browne
121 of 170
Why is there an identity crisis and what does it make boys do?
the economy offers unsuitable jobs for the W/C, makes boys unmotivated to do well in school
122 of 170
Provide evaluation for the decline in manufacturing
These Jobs usually require little qualifications
123 of 170
How can we help boys?
....
124 of 170
Who are educational policies focus on boys and ignore girls and girls issues(SA) because there is a panic about failing W/C boys growing up dangerous and unemployable?
Ringrose (2013)
125 of 170
What did Osler say about differences in disengagement?
Girls disengage quietly from school and boys make a display because of Laddish subculture
126 of 170
Provide an example of the neglect of girls because of focusing of achieving boys
Mentoring schemes aimed at reducing exclusions ignore the increasing exclusions among girls
127 of 170
What did DFES (2007) claim how big the class gap was in relation to gender?
3x bigger
128 of 170
Key policies that have been implemented to tackle laddish subcultures
....
129 of 170
What policy focused on educational achievement differences between boys and girls in KS2 and KS4?
Raising boys achievement project
130 of 170
Describe reading champions policy
Uses male role models celebrating own reading interests to encourage boys
131 of 170
Describe dad's and son's policy
Aim to increase dads involvement in sons education and play a greater role in it
132 of 170
What policy uses recruitment events held t unis that target male students in STEM subjects?
Recruitment of male teachers
133 of 170
The hidden curriculum
Textbooks, language, organisation
134 of 170
Describe hidden curriculum
All the things taught in school that aren't a part of the formal curriculum
135 of 170
What does the hidden curriculum reinforce?
traditional gender identities and domains through 'male overtones'
136 of 170
Textbooks
.......
137 of 170
Who believes that most subjects have a male bias which is reflected in textbooks?
Deem (1980)
138 of 170
What did Lobban (1976) find?
That out of 225 stories only 2 had women not performing domestic jobs whilst men were doing a variety
139 of 170
Language
...
140 of 170
Who argues there is a male bias in the English language
Spender(1988)
141 of 170
Provide examples of a male bias in the english language?
The use of 'man' and 'he' to stand for both sexes , words like Chairman
142 of 170
Organisation
.....
143 of 170
Provide examples of how the way schools are organized show positions in society
Men at the top of the hierarchy and women at the bottom
144 of 170
What percentage of women make up teachers
60%
145 of 170
But, what positions do women hold in education?
Primary schools (low status) or the lowest paid teaching jobs
146 of 170
Pupils sexual and gender identities
Pupils experiences in schools help to reinforce their gender and sexual identities
147 of 170
What is the dominance of heterosexual masculine identity and the subordination of female and gay identities and who came up with it?
Hegemonic masculinity (Connel 1995)
148 of 170
What's the first?
Double standards
149 of 170
Who argues there are double standards and then these translate in the classroom?
Lees (1993)
150 of 170
In what way does lees argue there are double standards ?
Where male liberal sexual morality is celebrated and females are negatively labeled if libera;
151 of 170
How does this reinforce gender inequality?
Restricts female behavior and expression so keeps them subortinate
152 of 170
What's the 2nd point of the hidden curriculum?
Verbal abuse
153 of 170
Who claims there is a 'rich vocabulary of verbal abuse' as a way to reninforce the dominate gender and sexaul identities?
Connell
154 of 170
What did Lees (1986) find about boys name calling towards girls ?
Boys Call girls 'slags' if sexually available but 'drags' if not
155 of 170
Who said boys were called 'gay' if friendly with girls and female teachers?
Parker (1996)
156 of 170
Both don't reflect sexual behavior but what does it represent?
Male power and dominance
157 of 170
What's the 3rd part of the hidden curriculum?
The male gaze
158 of 170
In what way did make teachers and pupils make judgements on girls appearances and see them as sexual objects?
Look girls 'up and down'
159 of 170
Who states the gaze devalues women?
Mac and Ghaill
160 of 170
What did males prove by using the gaze and sharing sexual conquests?
their masculinity
161 of 170
What's the 4th factor in the hidden curriculum ?
Male peer groups
162 of 170
What do many boys form that mock those who want to achieve?
'laddish subcultures'
163 of 170
Who examined how peer groups reproduced different classed based masculine identities?
Mac an Ghaill's (1994)
164 of 170
What were some w/c boys called and what did they call m/c boys who worked hard?
'Macho lads', '******** achievers
165 of 170
What's the 5th and final factor of the hidden curriculum?
Teachers and discipline
166 of 170
According to haywood and Mac an Ghaill (1996), why did male teachers tell boys off for and tease them for?
Told them off for 'behaving like girls' and teasde them if they got lower marks then girls
167 of 170
What did they do if girls recived verbal abuse and why?
Ignored it as they blamed them for attracting it
168 of 170
Who claims that male teacher behavoiur can subtly reinforce messages about gender?
Askew and Ross (1998)
169 of 170
What do male teachers do that reinforces the gender stereotype that women cannot cope with?
male teachers 'recusing' female ones from disruptive classes
170 of 170

Other cards in this set

Card 2

Front

Changes in employment opportunities for women

Back

Better career opportunities which motivates girls to gain good qualifications Equal pay Act (1970) and Equality Act (2010)

Card 3

Front

Who claims more women are breaking the 'glass ceiling'?

Back

Preview of the front of card 3

Card 4

Front

According to Webb the Pay gap has fallen from .... to .... since 1975?

Back

Preview of the front of card 4

Card 5

Front

What does Francis (2001) claim about women's employment ambitions?

Back

Preview of the front of card 5
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