Differential Achievement- Girls

Question 1

How many external factors are there?

Answer 1

4

Question 2

How many internal factors are there?

Answer 2

5

Question 3

Name the external factors

Answer 3

Impact of feminism
Changes in family
Changes in woman’s employment
Changing ambitions

Question 4

Name the internal factors

Answer 4

Equal opportunity policies
Positive role Models
GCSE and coursework
teacher interactions
Challenging stereotypes in the curriculum

Question 5

Ao1 impact of feminism

Answer 5

Since the 1960s feminism has challenged the stereotypes of a woman’s role as a mother and a housewife

Good example of this is McRobbies comp person of magazines in the 1970s and the 1990s

In the 1970s magazines stressed the importance of being married, whereas in the 1990s, they emphasised careers and independence

Question 6

Ao3 the impact of feminism

Answer 6

Although feminism has had some impact full quality has not yet been achieved.
Although girls get better exam results they are less likely to get the top jobs and girls still experience patriarchy in schools for example the male gaze

Question 7

Ao1 changes in the family

Answer 7

There has been a number of major changes to the family in the last 30 years
This includes the increase in divorce rates
Increased in cohabition
Increase in the number of lone parent family

These affect girls attitudes towards education. For example, the increased numbers of female headed lone Parent families means that a woman needs to take on major income earner roles. This creates a new financially independent career minded role models for girls.

Question 8

Ao3 changes in the family

Answer 8

Research shows that most people still aspire to form a traditional nuclear family
Most of us live in one for at least part of our childhood, this undermines, the importance of this explanation

Question 9

Ao1 changes in women’s employment

Answer 9

The proportion of women in employment has increased from under 53% in 1921 to over 67% in 2013
Some women are breaking through the invisible barrier of the glass ceiling to high-level professional jobs previously denied to them
These opportunities provides an incentive for girls to take education seriously

Question 10

Ao3
Changes in women’s employment

Answer 10

Research shows that most of the top jobs are still dominated by men. For example MPs and CEOs so women still have not fully broken through the glass ceiling.

Question 11

Ao1 changing ambitions

Answer 11

Sue Sharpe compare the results of interviews, she carried out with girls in the 1970s and the girls in the 1990s in the 1970s girls had low aspirations and saw educational success as unfeminine and their priorities were towards marriage, husband and kids. This has changed in the 1990s when ambitions changed to women wanting to become independent and wanting a career.

Question 12

Ao3
Changing ambitions

Answer 12

Not all females have the same opportunities to have independent careers there are also class differences in how far girls ambitions have changed, some working-class girls continue to have gender stereotype aspirations
Biggart found out that working class girls are more likely to choose motherhood as it seems to be their only option, so they don’t see any point in achieving in education

Question 13

Ao1
Equal opportunity policies

Answer 13

The belief that boys and girls should now have the same opportunities in school, and this is now part of the mainstream thinking.

Policies such as GIST and WISE encourages girls to pursue careers in non-traditional areas

Introduction of national curriculum in 1988, meant that girls and boys have to study the same things

Question 14

Ao3 equal opportunities policies

Answer 14

These policies only have a limited effect. There are still a huge difference in the number of boys and girls taking sciences.

Question 15

Ao1 positive role models

Answer 15

The proportion of female teachers and female headteachers has increased.
In 1992, that was 22% of female head teachers and 49% of teachers have been female, this then increased to 37% and 61% in 2012.
This shows girls that is possible for them to achieve important positions. This also reinforces importance of education in gaining such positions.

Question 16

Ao3
Positive role models

Answer 16

When women do get leadership positions in school, it is often in feminine areas. An example of this is pastoral care.
This could have the effect of reinforcing stereotypes, rather than challenging them and in secondary schools male teachers are more likely to become head teachers

Question 17

Ao1 GCSE and coursework

Answer 17

Some sociologists have argued that coursework changes the way students are examined and this favours girls and disadvantages boys.
Mitsos and Browne argue that girls are more successful in coursework because they’re more organised and girls spend more time on their work
All of these help girls as they benefit from the introduction of coursework in GCSE and A-levels

Question 18

Ao3 GCSEs and coursework

Answer 18

Although coursework has had some impact on the results
Elwood notes that it’s the exams that have the major influence on final grade so introduction of coursework only has a limited effect

Question 19

Ao1 positive teacher interactions

Answer 19

Research suggest that teachers respond more positively to girls than boys. This is because teacher view girls as cooperative, but boys as distruptive
This may lead to self-fulfilling prophecy, positive interactions raises girls self esteem
Research by Abraham suggest that teachers percieve boys as badly behaved and expect such behaviour

Question 20

Ao3 positive teacher interactions

Answer 20

Fullers study shows that labels can be changed it’s all about mindset

Question 21

Ao1 challenging stereotypes in the curriculum

Answer 21

Some sociologists argue that removing gender stereotypes from textbooks and other learning materials has removed a barrier to girls achievement
Weiner states that since 1980s teacher have challenged gendered stereotypes
The removal of sexist images from teaching materials has helped raise girls achievement by presenting a more positive image of what women are capable of

Question 22

Ao3 challenging stereotypes in the curriculum

Answer 22

Girls are achieving more, but radical feminists argue that education system remains patriarchal. For example, sexual harassment of girls continues at school. This limits their choices and careers and secondary school head teachers are more likely to be men.