Education Flashcards

Question

Ext - Gender imapact of fem

Answer 1

Impact of feminism - feminism has changed the trad role of women and how they are viewed, Mcrobbie compared girls magazines from 70s to 90s and found that it changed from all about being a housewife to being an independant women, educational aspirations have increased and people are more focused on career, equal pay and sex discrimination act mean that indepenace is easier to achieve and are more motivated in education to achieve indpendance EVA - media imagery can be critisised for repr women as objects for men as well as pay gaps still existing

Answer 2

Closely linked to feminism - Divorces marriages, cohabitation, child bearing and single parents have become less strict and less or more common respectably. Single parents are common and Child bearing isnt expected This means girls' are less focussed on housework and more on degrees and academic jobs EVA - The increase in lone parent families could also mean there is a significant amount of single mothers who cant get academic jobs and therefore arent strong role models for girls

Answer 3

By 16 its estimated that girls are 2 yrs more mature than males and therefore more likely to approach school and exams with seriousness and work harder 14 yr old girl can work 3-4 times longer than 14yr old boy. Girls are generally more organised and put more effort into homework. Francis suggests that this is a result of the feminine identity which involves cooperating with teachers and peers, creating a pro-school-subculture that reinforces good habits EVA - Archer argues that many w/c girls underachieve due to developing a working class feminine identity in which they gain status through apperance, relationships or being a "ladette"all of which had a negative effect on school work. therefore it depends on their class

Answer 4

How you spend leisure time affects school boys - spend time 'doing' (sports games and watching media) girls - spend time talking or reading - helps develop lingustic and communication skills that are helpful in school and life Oakhill and petrides found that girls are much better at understanding a text they had little interest in wheras boys struggle to undertstand what they read if they arent interested in it thus girls do better in school EVAl - Barber - boys tend to overestimated their academic ability and girls tend to overestimate. Meaning that boys didnt revise for exams and girls do. So it may not be how they spend their time but their low self confidence that pushes them to work harder

Answer 5

Sewell - argued that schools have become feminised - reward feminime traits whereas more masc traits arent developed argues this disadvantages boys in education and believes that there should be more emphasis on outdoor adventure in education to balance it . "we have challenged the 1950s patriarchy and rightly said this is not a man's world but we have thrown the boy out with the bath water" EVAL - feminists critises sewell by arguing he considers traditional masc and fem traits as natural however they are societal constructions

Answer 6

Many sociologists argue that they growth of laddish subcultures have contributed to boys doing less well in edu Epstein - boys are more likely to be bullied for appearing to be a 'swot'. Found that intelligence and non manual labour work was considered feminine so boys mess around in lessons in order to avoid being called 'sissy' or 'gay' Francis argued that laddish subcultures are growing because girls have moved into trad male areas therefore boys respond by becoming increasingly laddish in their effort to construct themselves as non feminine EVAL - boys exam results have increased over time frame that laddish subcultures have developed would suggest its not a significant factor in education

Answer 7

Since 1980s trad male jobs such as mining or iron/steel works have disappeared in the UK partly due to Globalisation allowing these kinds of jobs to be moved overseas Mitosos and Brown - argue this has led to a crisis of masculinity where boys no longer know how they can define their masculine identity as there are 'no proper jobs' left. This lowers their motication and self-esteem in education resulting in them doing worse than girls EVAL - The jobs have disappearead did not require any quals in the first place so it is unlikely that this affected boy's motivation in education

Answer 8

The changes in family that may have benefitted girls educational achievement might well be limiting boys' educational achievement as the increase in divorces and female led single-parent households mean that more and more boys lack a positive male role model EVAL - Whilst there are more boys growing up without a biological father there are other male role models

Answer 9

Concerned with focus on boys underachievement because they now ignore girls and there problems in school - Low self confidence and less teacher time Ringrose - critics of feminism have created a moral panic about boys overachievement which firstly ignore problems faced by disadvanteaged W/C or minority ethnic group. Secondly it ignore all the other problems girls face at school Archer - working class girls underachieve. He argues that they develop a feminine identity in order to be accepted by peers taht involves a hyper-heterosexual identity where time and effort is put into looking 'glamourous' and 'sexy'. This prevented them from being negatevly labelled as 'tramps' for wearing the 'wrong' clothes. This conflicted with school values and therefore they were labelled as bad students who were going to fail Mac an Ghail - male gaze contributes to hegemonic masculinity. This devalues femininity

Answer 10

Norman - from a young age girls and boys are dressed differently given different toys and encouraged to take part in different activities these experiences teach children what are expected of males and females in society schools continue this socialisation, Murphy and Elwood - argue that these differences in socialisation lead to different tastes in reading. Girls read stories about people whereas boys read hobby books and info texts. It is this difference in reading that Murphy and Elwood believe leads to different subject choices

Answer 11

Gender domains are activities that are seen as either male or female, These gender domains are strongly influenced by early experiences and what they seen parents and adults do. Children are more confident taking on task that are in their gender domain which might explain why they choose subjects that are seen as male or female. Murphy found that boys and girls pay attention to different details when attempting the same tasks - Girls tended to focus on feelings whereas boys tended to focus on how things work and made = Explain sciences and humanities split Certain subjects have gendered subject image. Kelly = Identifies 3 main reasons why science is seen as a boy subject - Male teachers, examples in textbooks more likely to be a boys interest, boys monopolise science labs and equipment in lessons.

Answer 12

Subject influenced by peer pressure - boys tend to opt out of arts classes in fear of being ridiculed e.g. drama, singing Dewar - found that boys would call girls 'butch' or 'lesbian' if they showed too much interest in sports. In this way peers will police subject choice ensuring traditional gender domain

Answer 13

Employment is heavily gendered - certain careers labels male or female e.g. nursing =female This categorisation can affect what students consider to be possible and acceptable careers This concept is supported by the fact that vocational courses are more gendered than academic courses. As vocational courses are more closely connected to specific careers - they have a clear gender split

Answer 14

Teachers and Careers advisers reflect their own socialisation and stereotypes when they give advice therefore influencing subject choice Students may have had a less traditional gender socialisation at an early age but encouraged into traditional roles by adults

Answer 15

Labels can create self-fulfilling prophecy causing underachievement (becker) Main label prominent in schools is that Black Caribbean pupils are disruptive and confrontational Gilborn and Youdell - Teachers quicker to discipline black students than white students, acting on racial stereotypes Black pupils are more likely to be: excluded, sent out, put in lower sets, sent to special needs schools, and sent to pupil referral unit Connolly - Teachers had positive stereotypes of Asian girls but negative stereotypes of black boys Black students will achieve less than white students and some ethnicities such as Chinese and Indian will achieve better EVA - doesnt explain why, Wright argues it is from media but where do those come from Fuller - Self negating propecy, group of black girls used anger to overachieve and prove them wrong

Answer 16

Sewell found 4 sub-cultures as a response to racism and stereotyping 1) rebels 2) Conformists 3) Retreatists 4) Innovators The type of response can have a big effect on educational achievement EVA - Sewell himself argues that external factors such as lack of role models is a more important factor

Answer 17

Schools are Ethnocentric, everything is biased towards the dominant culture applies to the ethos of the schools, the curriculum and the hidden curriculum Coard - history lessons are presented as Europeans being the civilised and ethnic minorities as primitive EVA - Doesn't explain why Chinese students do better than White-British students

Answer 18

School dress/ uniform Not providing Halal/ Kosher food Assemblies focused on one faith Timing of holidays History taught from UK perspective

Answer 19

Black Caribbean students are overrepresented in lower sets and far less likely to be entered into gifted programs, more likely to be entered into foundational tests Gilborn - setting is heavily based on teachers' ideas about pupils, Teachers judge black students to have less potential and be less motivated and be more disobidient. He argues these are not real measures of the students ability and he concludes that the education system is institutionally racist where ethnic minorities are constantly disadvantaged EVA - Critics of Gillborn argue that schools that schools cannot be institutionally racist as Chinese and Indian students regulary outperform the white majority Counter Eva - argues chinese and Indian pupils' success makes the education system seem meritocratic and fair. It does so to hide institutional racism and disadvantage of black pupils in particular

Education Flashcards

(44 cards)