Education difference gender Flashcards
why girls do better
Francis- looked at feminisation in school success comes from cooperative and conciliatory attitudes. Felinity likes as it has supportive attitudes to school work reinforced by positive peer groups leading to positive achievment. buts are more anti school characterized by disengagement and defiance.
Girly mature early by 16 they are more physically and mentally mature than boys. behave more responsible and internalize the seriousness and importance of academic qualifications
Things that lead to girls not doing as well in education external factors
-Symbolic capital- need to do things to gain status from other peers. Arche found by following there WC identify the girls gained symbolic capital from peers. but brought conflict with school stopping them from acquiring educational and economic capital
-Being loud Wc adopted loud feminine identities (out spoken, independant, assertive) questing teachers authority. dosent comfort to school ideal female student who should be passive and submissive to authority leads to conflict
-boyfriend- brought symbolic capital. got in the way of work, lowered aspirations, lost intrest in uni/ studying masculine subject. insured to settle down have children work local in WC jobs. only girly dropped out if they became pregnant
-Hyper heterosexual- gorls spent money on looks to fit in with peer identify and not be bullied. this appearance wasn’t approved by schools. seen as a distraction to learning and students were grouped as ‘not one of us’. Bordieu said this is symbolic violence (harm done by seeing someones symbolic capital as worthless)
why boys do worse in education internal factors
buys are put off school as learning is to feminized. educational polices aimed at improving gils education opportunities at the expensive of boys. boys do less well in course work based subjects. Jackson labelling leads to SFP some buys react to teachers labelling by turning anti-school subcultures. Mitsos and Browne- teachers have low expeditions of boys expect there work to be late, rushed, untidy and expect them to be disruptive, lead to a SFP. Becky Francis- teacher less likely to label boys at ideal students. low expectations of them see them as disruptive.
why boys do worse in education external factors
Edward David- boys mature slower than girls because primary socializations in the family encourages boys to be more disobedient and attention seeking. May lead to lack of concentration on classroom. Seen parents read to boys less. Frosh- behaviour shaped and policed by peers. boys see school work as feminine and unmanly bully the more academic ones. Burns and Bracey- socializations of boys leads to overconfidence. boys are surprised when they fail exam. put there failure down to bad luck, not lack of effort
,ac and Ghaill- boys underachieving is due to a ‘crisis of masculinity’ WC boys feel they will not get the role of ‘breadwinner’ due to decline of british industry. WC boys see education and qualification as irrelevant.
Internal factors that effect gender academic achievement
selection and league tables-
marakitisation polices make schools compete more. Schools want femail students as thye achive better. David Jackson (1998) introducing exam league tables improves opportunities for girls. High achieving girls dont want to be ij school with low achieving boys. self-fulfilling procpacy girls recited by schools do better.
Roger seel (1998) boys are less attracted to schools they suffer from behavioural difficulties. 4x more likely to be excluded. boys are seen as “liability students” obstruct the school improving there league tables
Internal factors that effect gender academic achievement
challenging stereotypes in the curriculum
reduced stereotypes in school resources led to reduced barriers for girls. Gaby Weiner (1995) since 1980s teachers have challenged stereotypes this helps to rise girls achievement by presenting them with more positive images. But see boys as disruptive have lower exception for them girls are seen as well behaved fit the ideal student better
Internal factors that effect gender academic achievement
positive role models in school-
-increase in female teachers and headteachers show girls they can achieve positions of importance.
-Now more female than male teachers. 15% of teachers are male. disadvantages boys
-Skelton Feminsation of teaching dosent create a negative impact - 65%of children said the gender of the teacher dosent matter.
Internal factors that effect gender academic achievement
GCSE and coursework-
The way students are assessed advantages girls. Stephne Gord (2005) gender gap in achievement was fairly consistent to 1975. In 1089 when GCSEs and coursework was introduced girls achidemically increased sharply. “change system of assessment rather than buys failing”
Eirene Mitsos & Ken browne (1998) girls are better than boys at course work as they are more organizes, better with declines, have better presentations of work. sociologists say characteristics come from a young age. girls are encouraged to be neat tide, patient.
Jonnette Elwood (2005)although coursework has some impact not the only reason for gender gap. Exams have much more influence than course work
Internal factors that effect gender academic achievement
Teachers attitudes-
June and Peter French (1993) analise teachers interaction with boys they revive more attention as they are naughtier. teachers pick on them more discipline them harder and have lower expectations for them.
Swann (1998) gender diffrevces in communication. boys dominate class discussions. girls prefer pair/ group work. Better at listening and cooperating. they take in turns, aren’t hostile, or interrupt like boys do. teachers respond to girls positively as they cooperate boys dont. self-fulfilling prophecy teachers promote girls self esteem rasing there educational standards.
Internal factors that effect gender academic achievement
Equal opportunity policies-
policy makers are aware of gender issues and teachers try not to have stereotypes. The belief boys and girls have the same opportunities is becoming part of midstream thinking. Jo Bouler (1998) equal opitunites is the key reason for girls achievement. barriers have been removed schools are more meritocratic.
-Triparte system 1944 buttler education- boys were allowed lower grades on there 11+ to pass. Boys made up a higher proportion of grama schools
gender and educational achievement external factors
impact of feminism- feminist movement’s challenge traditional stereotypes of women roles from the 1960’s
change in women’s employment- 1970 equal pay act pay gap has halved between men and women since 1975. rise i the number of women employed.
Change in family-increase divorce, cohabitation, lone parent families
Girls change ambitions- Sue Sharp intervies with girls form the 1970’s- 1990’s low aspirations, didn’t value unfeminine education success, love marriage, husband, children , job career
Figures for gender related attainment in education
-girls favor 6th form buys like FE collages
-more girly apply to uni and do higher education and post 18 education
-Females are more likely to get a 1st class hours degree or and upper 2nd class honors degree.
-gils are less likely to get the higer a*-b grades but pass more subjects
MC boys do better than WC girls
-generations 16-49 have better qualified men and perform better. 16-24 women outperform
strategies put in place to raise boys standards
raising boys achievement program- 4 year project which focused on issues with different academic achievement of boys and girls at key stage 2 and key stage 4 in schools in England.
National literacy strategies- established in 1997 by UK government to raise standards of literacy in English primary schools over a 5 to 10 year period.
the reading champions scheme- program of termly challenges and competitions for pupiles aged 5-14 designed to support there development of reading to increase reading diversity
playing for success- They offer a vibrant and unique learning environment for students, using the sporting stars and facilities around them to engage underachieving Key Stage Two and Three children who are struggling at school to attain Government targets on literacy, numeracy and ICT.
The dads and sons campaign- The campaign is aimed at fathers of sons aged 11-14 years and is supported by a ‘hints and tips’ booklet.
sexist subject choices statistics
-2016- 10% 20% of computer science and physics students were female
-2015- females 2x more likely to do french, drams, english and heath and social care t A level
-2015 males dominated engineering, technology physics science computer science and mathematic degree courses. females took nursing, teaching, medicine and language
reasure into why subjects are sexist
Colley- influence of peers and family on subject choices. if a subject is dominated by girls more girls are going to take it. less likely occurrence in single sex schools as they have positive female role models.
Kelly- girls are put off science as it seems to be masculine most teachers are male text books focus on male achievement (now dated girls are pushed to do these subjects more)
Institute of physics- girls in single sex schools are 2.5x more likely than those in comprehensive schools to study physics and maths ay uni. Career advisors often stick to traditional gender stereotypes negatively influencing femail aspirations
