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Sociology - Education > 5. Gender and educational achievement > Flashcards

5. Gender and educational achievement Flashcards

1
Q

What are the 5 external explanations for girls improved performance?

A

-Changing attitudes and expectations
-Women’s movement and feminism
-Growing employment opportunities
-Female character traits
-Earlier maturity

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2
Q

Changing attitudes and expectations - What were the main priorities of women in the 70s and then 90s? (Sue Sharpe)

A

70s: Love, marriage, husbands and children
90s: Job, career, being able to support themselves

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3
Q

Changing attitudes and expectations - What were girls like in the 1990s?

A

Girls were more confident, assertive and ambitious seeing education as the main route to a good job and financial independence

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4
Q

Changing attitudes and expectations - What representations was there more of in magazines and the media?

A

Far more role models of successful career women in magazines (McRobbie)

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5
Q

Changing attitudes and expectations - What does Wilkinson suggest women underwent?

A

Wilkinson suggests women underwent a ‘genderquake’ aspirations no longer restricted to the home.

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6
Q

Changing attitudes and expectations - Impact of parents and school encouragement

A

Parents increasingly expected exam success and in schools encouraged pushed girls to study STEM subjects

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7
Q

Women’s movement and feminism - What did the women movement improve?

A

Improved rights of women as well as raising expectations and self esteem/ motivation of women.

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8
Q

Women’s movement and feminism - What has happened to many of the rights that feminism and the women’s movement fought for?

A

Many of the rights they fought for are now translated into law eg Equal Pay Act

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9
Q

Women’s movement and feminism - What do many feminists still argue to today?

A

That true equality has not been achieved yet but many agree the position of women has greatly improved

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10
Q

Growing employment opportunities - What had there been a decline in (Mitos and Browne)

A

Decline in heavy industry jobs

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11
Q

Growing employment opportunities - What jobs have there been a growth in?

A

The service sector (e.g health care, hospitality, teaching)

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12
Q

Growing employment opportunities - What arises at the same time new work opportunity

A

Flexible, part time work meaning women could combine children and work

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13
Q

Growing employment opportunities - What professions do women now aim for?

A

Aim for ‘highest professions’ which require degree qualifications such as doctors and solicitors

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14
Q

Female character traits - What are girls more than boys in their studies?

A

More motivated in their studies than boys

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15
Q

Growing employment opportunities - Girls generally:

A

-Work harder
-Are more likely to meet deadlines
-Have better concentration

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16
Q

Earlier maturity - When are girls more mature than boys?

A

Girls are more mature than boys by the time they sit their exams

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17
Q

Boys Lower expectations- What is their evidence to show bout teachers?

A

Teachers are not as strict with boys as with girls

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18
Q

Boys: Lower expectations- What do lower expectations of boys create?

A

A self fulfilling prophecy as they perform less well than they otherwise might

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19
Q

Boys: Lower expectations- Why might they loose classroom learning time?

A

Lose classroom learning time because they are sent out or sent home

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20
Q

Masculinity and anti-learning subculture - What does peer group pressure do?

A

Encourages boys to maintain a dominant masculine identity developed through resistance to schools

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21
Q

Masculinity and anti-learning subculture - What cred to boys gain?

A

‘Street cred’ through not working and developing a ‘laddish’ anti-education subculture

22
Q

Masculinity and anti-learning subculture - What do boys view school work as?

A

School work is seen as ‘girly’ and ‘un-macho’

23
Q

Masculinity and anti-learning subculture - What do boys that concentrate and do school work risk?

A

Risk of bullying and being labelled gay

24
Q

Masculinity and anti-learning subculture - What is teaching seen as?

A

Teaching is seen as a ‘female profession’ due to lack of positive male role models which contributes to negative attitude to schools and schooling

25
Q

Declining employment opportunities - What has the decline in employment opportunities explained?

A

Explains why many boys underperform as they lack motivation and ambition and feel like they have limited prospects - getting qualifications won’t get them anywhere

26
Q

Feeling and behaving differently - What do boys do about their ability?

A

Boys over estimate their ability thinking their more capable than they are.

27
Q

Feeling and behaving differently - What do boys do if they fail?

A

If they fail they blame everyone but themselves

28
Q

Boys and reading - What do boys view reading as?

A

Feminine

29
Q

Boys and reading - Who is more likely to read to children?

A

Women are more likely to read to children

30
Q

Boys and reading - When have studies shown boys to stop reading?

A

Age of 8

31
Q

Boys and reading - What do boys read compared to girls?

A

Girls read fiction and boys non fiction

32
Q

Leisure preferences - How do girls relate to each other?

A

Girls relate to each other through talking which enhances speech which improves school work

33
Q

Leisure preferences - How do boys relate to each other?

A

Boys relate to each other through actions

34
Q

What did the Education reform act aim to do?

A

aimed to remove gender differences in educational provision and experiences

35
Q

What happened after the education reform act 1988?

A

-GCSE exams and coursework
-Girls achievement became higher

36
Q

What is WISE?

A

Women into science and engineering

37
Q

What is GIST?

A

Girls into science and technology

38
Q

What did government policies such as WISE and GIST encourage?

A

These government policies encouraged females to enter subject areas that are traditionally dominated by males - opened up employment opportunities in ‘male stream’ careers

39
Q

What did the National Curriculum mean Boys and girls studied?

A

Males and females study the same core subjects - created a more meritocratic education system

40
Q

Feminisation of schools: What are teachers more likely to do?

A

Teachers more likely to help girls

41
Q

Feminisation of schools: What does the school environment emphasise?

A

Emphasises neatness and tidiness (advantages girls)

42
Q

AO3 Feminisation of schools: What has little impact on learning?

A

The gender of teacher

43
Q

What did the removal of coursework do?

A

Made grades dropped for both genders - girls results still remain higher than boys

44
Q

What has research shown about GCSE andA-level subject choices?

A

Subject choices commonly still gendered

45
Q

What did GCSE and Courswork do to girls?

A

-Girls begin to outperform boys
-Girls more thorough with organisation and presentation, spend more time on coursework
-Advantages girls as they are more conscientious and organised.

46
Q

More female Role Models effect on girls?

A

-Increase in females taking up heat teacher, senior staff roles acts as role models for girls showing they can achieve positions of importance and power
-Role models means girls more likely to work hard to achieve goals

47
Q

Pupil teacher interactions with girls

A

-Girls more likely to be seen as ideal pupil due to socialisation
-More passive and polite so receive positive attention from teachers

48
Q

Lack of primary male teachers

A

-Shortage of male teachers
-No role models for boys
-Male teacher better at motivating and disciplining boys
-Policies put in place for recruitment of male teachers across the country to help improve boys performance.

49
Q

Subject choices

A

-Gender socialisation can channel different subject choices at school
-Gendered subjects have less impact in single sex schools showing subject genderisation is a social construct
-Subjects choices commonly gendered
-Girls choose humanity and languages, boys choose science, maths and business

50
Q

What are the internal factors for girls improved achievement?

A

-GCSE and Coursework
-Female role models
-Pupil teacher interactions
-Social policies
-Feminisation of education

51
Q

What are the external factors for boys underachievement?

A

-Hegemonic masculinity & anti-learning subcultures
-Declining employment
-Felling & behaving differently
-Leisure preferences
-Reading

52
Q

Internal factors for boys underachievement?

A

-Teacher lower expectations
-Lack of role models
-Feminisation of education
-Disruptive behaviour

Sociology - Education (10 decks)

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