Names- Gender differences in education

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Mc Robbies- the impact of feminism/ change in girls ambitions
Studied girls in 1970s, found they aspired to be mums and have big houses and handsome husbands. No with has changed and girls are wanting an education and their own jobs and careers. LINK- Sharpe
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Beck and Beck- change in girls ambitions
Trend towards individualization means that girls are becoming more selfish and are choosing careers and cash over marriage and motherhood and are becoming more financially independent
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Fuller- change in girls ambitions
Girls found themselves a good self identity. They felt they were the creators of their own future through educational success, gained qualifications and was the central aspect of their identity
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Reay- class, gender and ambition
Reflects girls reality of class position, limited aspirations reflect limited jobs. Contrast, traditional gender identity ( couple) is attainable and source of status.
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Biggart- class, gender and ambition
WC girls are likely to face precarious position in work and find motherhood the only option for their future. therefore see less point in educational achievement
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Boaler -internal factors and gender differences in achievement- equal opportunities policies
Impact of equal opportunities is key reason for girls changes in achievement. barriers have been removed and school is more meritocratic, so girls work harder than boys.
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Gorard- GCSE and coursework *
Found gender gap was consistent from 1975 to 1989, then increased sharply. This was year coursework and GCSE was introduced,result of gender gap was because of new system change in assessment rather than boys failing.
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Mitsos and Browne- GCSE and coursework *
Agree with Gorard. Girls more successful in courseworkas more organised, they spend more time on work, take more care in way presented, better at meeting deadlines and bring right equipment.
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Elwood- GCSE and coursework *
A03 of *. Coursework has some impact, unlikely to be only cause of gender gap, exams much more influence than coursework final grades.
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French- teacher attention
Found boys received more attention due to them getting more reprimands. LINK- Francis
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Swann- teachers attention
Boys dominate whole class discussion, girls preferred pair work or group work, and are better at communicating and listening to others.
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Weiner- challenging stereyotypes in the curriculum
Since 1980 teachers challenged stereotypes, in general sexist images have been removed from textbook resources and has helped to raise girls achievement presenting more positive images.
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Jackson- selection and league tables
Introduction of league tables improved oppurtunities for girls. High achieving girls attract schools for their league tables. Creates a self fulfilling prophecy as they are more likely to be recruited for good schools.
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Slee- selection and league tables
Argues boys less attractive to schools. More likely to suffer from behaviors and are 4x more likely to be excluded.
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Archer- Identity, class and girls achievement- symbolic capitalism
One reason for differences in girls achievement is due to the conflict in WC girls identities and values and look on school. WC girls use concept of 'symbolic capitalism' , refers to status, recognition and sense of worth from others.
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Archer- continued
Performing wc identities, girls gain symbolic capital from peers (respect) this brings conflict in the school as it usually prevents them from eduactional capital ( qualifications) and economic capital ( mc jobs and money).
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Archer- continued
Found that wc girls adopted a hyper-heterosexual identity, having a boyfriend and being 'loud'.
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Yougov- shortage of male primary school teachers
Many boys have no lessons with male teachers, most boys say that in the presence of a male teacher they learn and work harder.
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Read- are more male teachers really needed?
Critical that more male teachers are needed. Believes that primary school is becoming more feminized but the need for male teachers to bringing discipline to boys is unnecessary.
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Epstein- laddish subcultures
Explained how masculinity is structured in schools. WC boys likely to be harasses, labelled as weak and subjected to homophobic verbal abuse if seen to do work.
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Other cards in this set

Card 2

Front

Trend towards individualization means that girls are becoming more selfish and are choosing careers and cash over marriage and motherhood and are becoming more financially independent

Back

Beck and Beck- change in girls ambitions

Card 3

Front

Girls found themselves a good self identity. They felt they were the creators of their own future through educational success, gained qualifications and was the central aspect of their identity

Back

Preview of the back of card 3

Card 4

Front

Reflects girls reality of class position, limited aspirations reflect limited jobs. Contrast, traditional gender identity ( couple) is attainable and source of status.

Back

Preview of the back of card 4

Card 5

Front

WC girls are likely to face precarious position in work and find motherhood the only option for their future. therefore see less point in educational achievement

Back

Preview of the back of card 5
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