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Chapter 2 Sociology > Topic 4- Gender Differences in Education > Flashcards

Topic 4- Gender Differences in Education Flashcards

1
Q

what has feminism done to women to help improve gender differences in achievement?

A
  • raised women’s expectations and self esteem
  • improved ambitions
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2
Q

give 4 examples of how family has changed since 1970s

A
  • increase in divorce rate
  • increase in cohabitation
  • increase in single parent families
  • smaller families
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3
Q

give 4 examples of how women’s employment has changed in recent decades

A
  • 1970 equal pay act makes it illegal to pay women less
  • since 1975 oay gap between men and women has halved from 30%-15%
  • proportion in women in employmeny has risen from 53% in 1991 to 67% in 2013
  • women are breakign ‘class ceiling’ which was a barrier which prevented them to have high level jobs
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4
Q

explain sue sharpes study on women and their ambitions

A
  • interviewed girls in 1970s and 1990s
  • in 1970s girls had low aspirations and thought success wasnt’t feminine
  • they prioritised love and marriage and children
  • 1990s they had changing ambitions and they wanted to have careers and see their future as independant
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5
Q

what two policies are an example fo encouraging girls to pursue careers in non traditional areas?

A
  • GIST
  • WISE
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6
Q

what happened in the curriculum which made genders more equal?

A
  • making girls and boys study mostly the same subjects
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7
Q

how has role models in schools help girls?

A
  • there are increasing numbers of women teachers and heads
  • they act as role models for girls and give them goals to aim for
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8
Q

what do people say about girls and coursework?

A
  • girls do better in coursework and generally boys are less good at it
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9
Q

what did mitsos and browne 1998 say about girls as a result of them doing better in coursework?

A

girls
* spend more time on their work
* take care in presentation
* better at meeting deadlines
* bring right equipmrnt and materials to lessons

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10
Q

what is said about teacher attention in schools?

A
  • boys get more4 as they have to be disciplined more
  • teachers give more positive attention to girls as they don’t disrupt
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11
Q

what has been done in textbooks to remove gender stereotypes?

A
  • re4moval of gender stereotyped images for example a man on a maths book
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12
Q

what do liberal feminists say about girls achievement?

A
  • celebrate progress made so far in girls achievement
  • believe further progress will be made
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13
Q

what do radical feminists say on girls’ achievement?

A
  • recognise girls are achieving more
  • emphasise the patriarchal system is still there
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14
Q

who came up with the concept ‘symbolic capital’

A

louise archer 2010

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15
Q

what is symbolic capital?

A

status, recognition and self worth that we obtain from others

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16
Q

what strategies did girls adopt to gain symbolic capital?

A
  • hyperheterosexual feminine identity
  • having a boyfriend
  • being ‘loud’
17
Q

how did hyperheterosexual feminine identities lead to problems at school?

A
  • punished for wrong appearance
  • their worry to look a way distracted them from school
  • schools ‘othered’ girls and said they were incapable of educational success
18
Q

how do boyfriends affect girls’ achievement?

A
  • got in the way of schoolwork and lowered aspirations
  • lost interest in going to university and didn’t want to stufy ‘masculine’ subjects
  • some drop out if they are pregnant
19
Q

how does being ‘loud’ affect girls at school?

A
  • brought conflict with teachers as girls questioned their authority
20
Q

what is the working class girls’ dilemma

A

gaining a symbolic capital or gaining an educational capital

21
Q

what are 2 external factors to explain boys falling behind?

A
  • boys and literacy
  • decline of traditional men’s jobs
22
Q

what are 2 internal factors to explain boys falling behind?

A
  • feminisation of education
  • shortage of male primary school teachers
  • ‘laddish’ subcultures
23
Q

how has life outside school affected boys’ literacy?

A
  • parents spend less time reading to their sons as it is seen as a feminine thing
  • boys prefer spending time outside so do not read in their free time
  • so do not practice literacy so is worse as a result
24
Q

what has the decline of traditional mens jobs done to boys?

A
  • led to an identity crisis for men
  • little prospect of getting a job
25
Q

how has feminisation of education affected boys achievement?

A
  • schools don’t reproduce ‘masculine’ traits like competition and leadership
  • coursework works in girls’ favour
26
Q
A
27
Q

how has shortage of male teacher had an affect on boys achievement?

A
  • lack of male role models for them
  • 14% of primary teachers are males but boys are likely to behave better and work harder with a male teacher
28
Q

how has the growth of laddish subcultures led to an affect on boys achievement?

A
  • working class boys were bullied and called gay if they worked hard
  • meant they werent working hard to avoid being bullied
    *
29
Q

what is gender role socialisation?

A
  • learning behaviour expected by males and females in society
30
Q
A
31
Q

how do schools affect gender role socialisation?

A
  • teachers expect boys to be tough and show initiative
  • teachers expect girls to be quiet an helpful
32
Q

what are gender domains?

A

roles, tasks and activities taken up by a certain gender eg. fixing a car

33
Q

how does gender identity and peer pressure affect subject choice in schools?

A
  • boys tend to not chpose music or drama as fear of being judged by peers
  • girls get name called if they have am interest in sport
34
Q

what are double standards?

A

setting moral expectations for one group but different for another

35
Q

example of double standards and gender?

A
  • boy boasts about sexual exploits but calls a girl a slag for doing the same thing
36
Q

what is the male gaze

A
  • the way males look girls up and down seeing them as sexual objects

Chapter 2 Sociology (6 decks)

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