6. Who argued that boys fall behind because education has become 'feminised', schools no longer nurture 'masculine' traits, e.g competitiveness and leadership?

7. Which one of these educational policies were created in 1998?

Where male teachers reinforce gender identites by telling boys off for 'behaving like girls' and ignoring boys' verbal abuse of girls
Where one set of moral standards is applied to one group but a different set to another group. E.g Lees (1993) found boys boast about their own sexual expoits, but condemn girls for the same behaviour
A form of social control where male pupils and teachers look girls up and down as sexual objects. Boys who don't participate may be labelled as 'gay' - also a form of social control
Gaining symbolic capital by performing a hyper-heterosexual identity

They're better at understanding coursework than boys, therefore they find it easier
They're more conscientious and better organised, they also mature earlier and can concentrate for longer
They're less disruptive and teachers have higher expectations of them
Their parents expect them to study more at home, thus they put more time and effort into coursework than boys

An extreme and institutionalised form of labelling; it works by putting all students of similar ability together into the same class for all subjects. 'Bright' students are grouped together at the top and 'thick' ones are put together at the bottom
A prediction made about something or someone (e.g he's stupid, thus he's bound to fail)
Definitions we attach to someone or something to make sense of them, (e.g middle-class students are labelled as 'bright' and 'motivated')
Where the middle class use their greater economic and cultural capital to give their children an advantage by using it to obtain educational capital

Being fearful of being harassed, labelled as 'gay' and and subjected to verbal abuse
Having boyfriends which bring symbolic capital but get in the way of schoolwork and lower girls' aspirations
Being 'loud' and adopting outspoken, assertive identities, which teachers see as aggressive
Adopting a tomboyish, 'Nike' identity by being sporty, truanting and getting excluded

Education should socialised pupils into shared values, such as competition, and instil a sense of national identity
They found that black girls were seen as disruptive but good at sports, with no focus on their education
The national curriculum suffers from 'little Englandism'
White female teachers have low expectations of black boys' potential academic performance and classroom behaviour, thus they have racialized expectations
Asian families have higher aspirations for their children compared to other minorites