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AQA AS Sociology > Gender and Achievement > Flashcards

Gender and Achievement Flashcards

1
Q

What is the difference between sex and gender?

A

Sex = biological differences e.g. male VS female
Gender = learned socialised differences e.g. masculine VS feminine

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2
Q

What are the external factors impacting female achievement?

A
  • Rise in Feminism
  • Increased female employment/legislation
  • Changing ambitions
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3
Q

What is the rise in feminism?

AO1

A
  • Increased feminism has hightened the expectations and self-esteem of women
  • McRobbie: compared teen girls’ magazines from the 1970s and 90s and found more images of female independence
  • Girls are now pushed to value education rather than see their job as being in the home
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4
Q

How can we analyse the rise in feminism?

AO3

A
  • More empowering depictions of females in media that are intelligent and take education seriously e.g. Ambitious Girl book series, Project MC squared
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5
Q

What is changes in women’s employment?

AO1

A
  • Webb et al: women are breaking through the glass cieling - number of women in employment has increased and the gender pay gap has decreased
  • This has been aided by laws like Equal Pay Act and Equality Act
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6
Q

How can we analyse employment?

AO3

A

72% of women now work

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7
Q

What is changing ambitions?

AO1

A
  • Girls now have higher aspirations for themselves and so value education as a way of achieving their goals
  • Sharpe’s Like a Girl study found that girls now aspired to be independent and have careers rather than just get married and have kids
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8
Q

How can we analyse Sharpe?

AO3

A
  • Not relevant to all CAGE groups e.g. WC class and Bangladeshi women are still likely to be unemployed and rely on a male breadwinner
  • Laws like the Equality Act 2010 further encourage them to want to join the workforce
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9
Q

How can we evaluate Sharpe?

AO3

A

Difference feminists - march of progress has not happened for everyone

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10
Q

What are the internal factors impacting female achievement?

A
  • Teacher relationships
  • More female role models
  • Examination style
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11
Q

What did Myhill find about teacher relationships?

AO1

A
  • Females are passive and compliant nature
  • Teachers respond more positively to this and see girls as more cooperative and boys as disruptive - this leads to the halo effect for girls and self fulfilling prophecy for boys
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12
Q

How can we analyse Myhill?

AO3

A
  • Francis: boys felt more disciplined and picked on by teachers
  • Swann: boys dominate class discussions - can be seen as hostile interruptions
  • In 2021 DfE found that boys are 3 times more likely to be permanently excluded
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13
Q

How can we evaluate Myhill?

AO3

A
  • Edwards and David: this is because boys are allowed to be noisier and more attention seeking during socialisation - this translates to misbehaviour
  • Wilkinson: this is no longer true due to the gender quake
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14
Q

What did Gorad find about testing?

AO1

A
  • The gender achievement gap spiked when GCSEs were introduced bringing their coursework as a major part of assessment
  • The gender gap in achievement is due to this changed system as the ways girls work fits it better
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15
Q

How can we analyse Gorad?

AO3

A

Not relevant today - coursework is not common among many subjects and even then is only worth 20-30% of the overall grade

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16
Q

How can we evaluate Gorad?

AO3

A
  • AGAINST - Elwood Although coursework may have had some influence it can’t be the main factor as it’s typically only worth 30% of a grade
  • SUPPORT - Myhill: Girls are more organised so being graded on long-term projects favours them - even the current switch from modular to linear exams favours them as they are better at working towards a long-term goal (exam) than boys
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17
Q

How do role models impact female achievement?

AO1

A
  • 73.8% of teachers are female
  • Girls have more positive role models within education to look up to
  • This motivates them to succeed
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18
Q

How can we analyse role models?

AO3

A

96% of female headteachers are white - not a role model for ethnic minority students

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19
Q

How do Coffey and Delamont evaluate role models?

AO3

A

Schools are still very patriarchal - most senior staff members are male

20
Q

What are the external factors affecting male achievement?

A
  • Primary socialisation
  • Decline in masculine jobs
21
Q

What did Edwards and David find about primary socialisation?

AO1

A
  • Parents allow boys to be noisier and more attention seeking
  • This translates to misbehaviour at school
22
Q

How can we analyse Edwards and David?

AO3

A
  • Myhill: females are naturally passive (due to socialisation) which allows them to behave in class and succeed
  • Rise in gender neutral parenting means that sons and daughters are being raised more similarly
23
Q

What did Burns and Bracey find about socialisation?

AO1

A
  • Girls from the age of 6 read more books independently - this carries on to adulthood
  • Thus they have a better literacy profficiency which helps them succeed
24
Q

How can we analyse Burns and Bracey?

AO3

A

There has been policies implemented such as Dads and Sons and Reading Champions Scheme to encourage boys to read as it is still a problem

25
Q

How can we evaluate socialisation?

AO3

A

Wilkinson: gender quake - norms of boys being noisier/ reading being feminine are no longer true

26
Q

What do Mitsos and Browne say about decline in male jobs?

AO1

A
  • The decline in traditional masculine jobs like mining has led to a masculinity crisis
  • Boys now think it is unlikely for them to get a proper job and so have little motivation and self esteem
  • Also they now look to establish their masculinity through misbehaving in class which leads to them spending less time learning
27
Q

How can we analyse Mitsos and Browne?

A

Due to globalisation there has been a decline in the need for traditional industrial jobs and rise in demand for corporate roles that require traditionally feminine traits like people skills and writing

28
Q

What are the internal factors affecting male achievement?

A
  1. Feminisation of education
  2. Teacher relationships
  3. Role models
  4. Subcultures
29
Q

What did Sewell say about the feminisation of education?

AO1

A
  • Schools don’t nurture masculine traits e.g. competitiveness and competition
  • Schools celebrate feminine qualities such as methodical working and attentiveness in class
  • Thus boys feel undervalued and underperform
30
Q

How can we analyse Sewell?

AO3

A

Not relevant today - marketisation has introduced ‘masculine values’ like competition into the school system

31
Q

How can we evaluate Sewell?

AO3

A
  • Wilkinson: gender quake - learning style promoted by schools is no longer strictly ‘feminine’

SUPPORT:
- Jackson: Found that boys saw working hard at school as ‘uncool’ and ‘gay’ - especially relevant to ‘closeted’ gay boys who may feel pressure underperform in order to fit in and remain in the closet
- Epstein: WC boys are more likely to be seen as ‘sissies’ and subject to homophobic abuse if they’re seen as ‘swots’ - this is because of the culture where ‘real boys’ don’t work

32
Q

What did French and French find about teacher relationships?

Can use with scholars talking about teacher relationships for girls

AO1/3

A
  • Boys receive more attention from teachers as they need to be reprimanded more
  • Girls are less likely to experience this and so do better in education

ANALYSIS:
- Myhill, Edwards and David, Francis
- Boys are 3x more likely to be excluded

EVAL: Swann - boys dominate class discussion through what can be seen as hostile interruption

33
Q

How does role models impact male achievement?

AO1

A
  • Only 16% of primary teachers are male
  • The lack of male teachers means there are less role models for boys to look up to in education
34
Q

How can we analyse male role models?

AO3

A

97% of male head teachers are white - especially true for ethnic minority boys

35
Q

How can we evaluate male role models?

AO3

A
  • Francis: found that 2/3 of 7-8 year olds thought teacher gender did not matter
  • Read: found that both male and female teachers used masculine, disciplinarian discourse to control pupil behaviour thus suggesting gender of the teacher should not matter as they act the same way
36
Q

What do Epstein and Francis say about laddish subcultures?

(2 separate points)

AO1

A
  • Epstein: WC boys are more likely to be seen as ‘sissies’ and subject to homophobic abuse if they’re seen as ‘swots’ - this is because of the culture where ‘real boys’ don’t work
  • Francis: boys care more about peer approval
37
Q

How does gender socialisation impact subject choice?

AO1

A
  • Lobban: found evidence of gender stereotypes in children’s books with women clearly linked to domestic roles
  • Oakley: from an early age we are taught distinct gender roles of what is ‘acceptable’ for boys and girls - sex-role theory - this translates to school subjects
38
Q

How can we analyse gender socialisation impacting subject choice?

AO3

A
  • Not relevant as modern books depict girls in positions of power outside of the domestic sphere e.g. Ambitious Girl book series
39
Q

How can we evaluate gender socialisation impacting subject choice?

AO3

A

Doesn’t take into account the impact of policies like GIST and WISE which challenge gender sterotypes and encourage women to enter male dominated professions

40
Q

What did Skelton find about gender identity and subject choice?

AO3

A
  • Males/females are drawn to different subjects due to what they think is appropriate for their gender identity
  • e.g. literacy + humanities = feminine whereas STEM = masculine
  • This choice of subject confirms their perception of masculinity/femininity
41
Q

How can we analyse Skelton?

AO3

A
  • Paetcher: Pupils see sport as mainly in the male gender domain - girls who are sporty struggle coping in a subject that contradicts the conventional female stereotype
  • In 2018 it was found that boys are still 4 times more likely to pick A Level Physics
42
Q

How can we evaluate Skelton?

AO3

A
  • Wilkinson: gender quake - we have now ditched gender stereotypes of what subjects are masculine and feminine
  • Archer: hypersexualised working class identity makes WC girls pick subjects that make them look good e.g. hair & beauty over PE
43
Q

What is a gender domain?

A

Tasks and activities that boys and girls see as male or female territory e.g. mechanics for boys and childcare for girls

44
Q

What did Browne and Ross say about gender domains?

AO1

A
  • Certain tasks and activities are seen as male/female territory
  • Students are more confident in doing tasks in their own gender domain
  • e.g. looking after children is seen as feminine task so girls are more inclined to childcare courses, fixing a car is seen as masculine so boys are more inclined to mechanics
45
Q

How can we analyse Browne and Ross?

AO3

A
  • Pupils at single-sex schools tend to hold less stereotyped subject images - Institute of Physics: girls in all girls schools as 2.4x more likely to take A Level Physics than in mixed schools
46
Q

How can we evaluate Browne and Ross?

AO3

A
  • Wilkinson: gender quake - gender domains are no longer relevant
  • Archer: hypersexualised working class identity makes WC girls pick subjects that make them look good e.g. hair & beauty over PE

AQA AS Sociology (20 decks)

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