Differential Achievement and Gender Internal (Girls) Flashcards
Equal opportunity policies.
Due to feminist ideas, policymakers are aware of gender issues, and teachers are more aware of avoiding stereotyping.
The belief that boys and girls are equal is part of mainstream thinking which influences educational policies.
Name some educational policies.
GIST (Girls Into Science & Technology) and WISE
(Women Into Science & Engineering) both encourage girls to pursue careers that are non-traditional.
Who thinks that educational policies remove barrier to help girls achievement?
Boaler (1998) says a key reason for changes in girls’ achievement is the impact of these educational policies. Barriers being removed means school is more meritocratic (equal opportunities).
Positive role models in schools.
There’s been an increase in female teachers / headteachers, who act as role models and show that girls can aim for important/non-traditional positions.
GCSE and Coursework.
Sociologists argue the way students are assessed favours girls and disadvantages boys.
Who believe that girls achieve due to coursework?
Mitsos & Browne (1998) said girls succeed in coursework as they spend more time on it, meet deadlines better, and are better organised than boys.
They argue these factors mean girls have benefitted from coursework, as well as the introduction of AS, A-Level, and GCSE they therefore achieve better than boys.
Where do sociologists believe girls get the qualities to achieve in coursework?
Girls have these characteristics/skills from early gender role socialisation, where family may encourage them to be tidy and patient.
These qualities are an advantage in today’s education system, which helps girls achieve better than boys.
Positive teacher interactions
Teachers respond more positively to girls as they are seen as cooperative compared to boys who are seen as disruptive. Successful interactions with teachers promotes girls self esteem and raises their achievement.
How do schools challenge stereotypes within the curriculum?
Sociologists argue that removing gender stereotypes from textbooks, reading schemes and other learning materials over the years has removed a barrier to girls’ achievement.
Who argued that the removal of sexist images raised girls achievement through showing them positive images?
Weiner (1995) argues that since the 1970s teachers have challenged these stereotypes, and that sexist images have been taken out of learning material. This helps raise girls’ achievements by showing them more positive images of what women can do.
Selection and league tables
Marketisation policies create a competitive climate for school. Schools see girls as desirable recruits as they achieve better exam results.
