- Created by: VelveteenRabbit
- Created on: 03-06-18 13:29
1. Which of these are tasks and activites seen as either male or female 'territory', e.g looking after an elderly person is 'female'?
- Gender identity and peer pressure
- Gender domains
- Gendered subject tasks
- Gendered careers
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Other questions in this quiz
2. Which of these ISN'T a characteristic of Archer's (2010) 'hyper-heterosexualised feminine identites'?
- 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
3. Why do Mtisos and Browne argue that girls do better than boys in coursework?
- They're better at understanding coursework than boys, therefore they find it easier
- Their parents expect them to study more at home, thus they put more time and effort into coursework than boys
- 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
4. What does Durkheim argue is a function of education?
- It's an ideological state apparatus used to reproduce and legitmate class inequality
- It promotes social solidarity and equips individuals with specialist skills so that they're prepared for work
- Secondary socialisation (which is meritocratic, unlike within the family) and bridging family and wider society
- To mirror the relationships and structures found in work (correspondence principle)
5. Why does Willis reject Bowles and Gintis' version of the correspondence principle?
- Education imposes the culture of a ruling class, not a shared culture or 'national identity'
- Working-class pupils may resist attempts to indoctrinate them in school. They are able to partially see through the meritocratic ideology that claims work-class pupils can get on through hard work
- Although school standards seem to have risen, there are other possible reasons for this improvement apart from the introduction of a market
- Traditional male manual jobs needed few qualifications, so it is unlikely that the disappearance of these jobs would affect boys' motivation to obtain qualifications