Ao2

Question 1

department for education: / pupils eligible for free school meals get _ or more GCSEs A*-C

Answer 1

department for education: 1/3 pupils eligible for free school meals get 5 or more GCSEs A*-C

Question 2

__% of those eligible for free school meals dont take

Answer 2

20% of those eligible for free school meals dont take

Question 3

increase in tuition fees = __% decrease in uni applications

Answer 3

increase in tuition fees = 10% decrease in uni applications

Question 4

Sullivan’s test to assess cultural capital

Answer 4

asked students about different activities
those who read complex fiction = wider vocab and greater cultural knowledge = have cultural capital
and are children of graduates (MC) and are successful at GCSE

But when cultural capital was the same for social classes, MC still did better because they had greater resources and aspirations

Question 5

labelling - becker’s interview of high school teachers

Answer 5

teachers
pupils on how they fit the image of the ideal pupils - judge work and appearance

MC = closest to ideal

Question 6

labelling - study of 2 primary schools

Answer 6

in mainly WC school where discipline is a problem, ideal = quiet and passive

mainly MC school school has few disiciplien problems, idela si defined by persoanlity and ability

= depends on social class

Question 7

streaming: children placed in lower streams at age __ suffered a ___ in IQ by __

Answer 7

children placed in lower streams at age 8 suffered a decline in IQ by 11

Question 8

pupil subcultures: boys in lower streams were ___ failures: failed __, placed in __ streams, and labelled as ____ ____

Answer 8

boys in lower streams were triple failures: failed 11+, placed in low streams, and labelled as worthless louts

Question 9

gender diffs: key stage __ - __ : __ do consistently better than ___, especially in ___, gap is narrower in ____ and ___

Answer 9

key stage 1 - 3 : girls do consistently better than boys , especially in english, gap is narrower in sciences and maths

Question 10

gender diffs: __ are more likely to pass at a level

Answer 10

Girls are more likely to pass at a level

Question 11

gender diffs: ___ in divorce rates: __% of marriages end this way

Answer 11

increase in divorce rates: 40% of marriages end this way

Question 12

gender diffs: ___ lone parent families, __% are female headed

Answer 12

more lone parent families, 90% are female headed

Question 13

year of the national curriculum

Answer 13

1988 = girls and boys study same subjects

Question 14

gender diffs: GCSE and coursework
gender gap was c_____t until 1989 when it _____

Answer 14

GCSE and coursework
gender gap was consistent until 1989 when it increased

The year that the GCSE was introduced and brought in coursework

Question 15

gender diffs: GCSE and coursework Mitsos and ___: ___ do better in coursework because they’re …

Answer 15

Mitsos and Browne : girls do better because they’re conscientous and organised

Question 16

gender diffs: ___ are _x more liekly to be excluded

Answer 16

boys are 4x more likely to be excluded

Question 17

class differences in girls achievements: ___% of poor girls (eligible for free school meals) achieved __ A*-C GCSEs, whereas ___% not eligible

Answer 17

40% of poor girls (eligible for free school meals) achieved 5 A*-C GCSEs, whereas 70% not eligible

Question 18

gender diffs: teacher attention
Jane and Peter ___ found that teachers paid more attention to ___ as they attracted more ___ for _____

Answer 18

Jane and Peter French found that teachers paid more attention to boys as they attracted more punishments for misbehaviour

and so were disciplined more harshly

Question 19

Archer’s study of WC girls

Answer 19

feminist Archer’s study of WC girls
A reason for the differences in class and girls’ achievement is due to conflict between WC identities and the values of school
she uses ‘symbolic capital’ to understadn this conflict
the status, recognition and sense of worth that we are able to obtain from others

by performing their WC female identities girls gain SC - however this bought them into conflict with the school = preventing educational capital

strategies girls followed to create a valued sense of self:
hyper-heterosexual feminine identity
having a boyfriend
being ‘loud’

Question 20

class diffs in girls achievements: hyper-hetero-sex identities:
one girl spent the £__ a week she earnt on her appearance

Answer 20

one girl spent the £40 a week she earnt on her appearance

Question 21

class differences in girls’ achievements: successful WC girls

Evans study of WC sixth form girls: girls wnated to go to uni to increase their ___ to help their ___

Answer 21

girls wanted to go to uni to increase their earning power to help their families

= reflects their WC identity - ‘caring’ is a massive part = want to stay at home and contribute to their families

and staying at home = an economic necessity - cost and fear of getting into debt

Question 22

boys achievement: __% of primary teachers are male

Answer 22

14% of primary teachers are male

Question 23

gender domains

Answer 23

tasks boys and girls see as male or female

Question 24

gender domains: study
in the same task, girls focus on how people ___ and boys on how things are ____ and ___

Answer 24

in the same task, girls focus on how people feel and boys on how things are made and work

Question 25

gendered subject image: computer sciece is seen as a male subject because it involves working with ___ - part of the ____ gender domain

Answer 25

computer science is seen as a male subject because it involves working with machines - part of the male gender domain

Question 26

gendered subject image : girls in girls schools are -___ likely to ____ and science

Answer 26

girls in girls schools are more likely to maths and science

Question 27

pupil sexual and gender identities: different ways pupils experiences construct their identities experiences contribute to reinfoce 'hegemonic masculinity ' =

Answer 27

dominance of heterosexual masculine identity and the subordination of female and gay identities