Education: gender Flashcards
(90 cards)
1
Q
What is symbolic capital according to Archer
A
The status, recognition and sense of worth that we are able to obtain from others
2
Q
What does Archer argue is the reason for the difference in girls achievement between class
A
There is a conflict between working class girls feminine identities and the values and ethos of the school
3
Q
What did Archers study show
A
By performing their WC feminine identities, they gained symbolic capital from their peers, however this brought them into conflict with the school, preventing them from acquiring academic capital
4
Q
What did Archer say were the strategies WC girls followed for a valued sense of self
A
- Hyper heterosexual femine identity
- Having a boyfriend
- Being loud
5
Q
How did hyper heterosexual feminine identities benefit the girls
A
- It brought them status with their female peer group
- Avoided them being ridiculed or labelled as a tramp
6
Q
How did hyyper heterosexual feminine identities cause conflict with the school
A
- They were often punished for wearing the wrong appearance (too much jewllery, the wrong clothes or makeup)
- Teachers saw the girls preoccupation with appearance as a distraction that prevented them from engaging with education
7
Q
What was the consequence of hyper heterosexual famine identities
A
The school othered the girls and defined them as not one of us and incapable of academic success so not worthy of respect
8
Q
What does Archer argue the ideal pupil is
A
De-sexualised and middle class
9
Q
How was having a boyfriend benificial for girls
A
Brings symbolic capital
10
Q
How does having a boyfriend get in the way of girls education
A
- Lowers girls aspirations
- Loss of interest in going to university or studing mascuine subjects such as science or gaining a proffessional career
- Pregnancy leads to girls dropping out
- Girls aspired to settle down and have children and work in working class feminine jobs like childcare
11
Q
How did girls adopt loud feminine identities
A
Became more outspoken, independent and assertive by quetioning teachers authority
12
Q
How did being loud bring girls into conflict with teachers
A
The girls fail to conform to the schools stereotype of the ideal female pupil
13
Q
What is the working class girls dilemma
A
Gain symbolic capital or educational capital
14
Q
What did Evans study show
A
WC girls who go on to higher education may be disadvantaged by their gender and class identities
15
Q
What did Evans find was the reason girls wanted to go to uni
A
To increase their earning power and help their families
16
Q
Why does Archer argue the girls wanted to stay home for uni
A
Preferance for local is a key feature of working class habitus
17
Q
What did McRobbies study of girls magazines show
A
- In the 1970s they emphasised the importance of getting married and not being left on the shelf
- Now there is images of assertive and independent women
18
Q
How has feminism influenced girls achievement
A
Improved womens expectations and self esteem
19
Q
How have changes in family structure changed girls attitudes
A
Increased number of female headed single parent families has meant that women have had to be the breadwinner, creating a new role model for girls
20
Q
What is the glass ceiling
A
An invisible barrier that keeps women out of high level proffesional and manegerial jobs
21
Q
What was the 1970 equal pay act
A
Made it illegal to pay women less than men for work of equal value
22
Q
How have changes in womens employment affected girls academic achievement
A
Encourages girls to see their future in terms of paid work instead of being a housewife, providing incentive for qualifications
23
Q
What did Sharpes study show about girls aspirations
A
- In 1974, the girls had low aspirations and that education success is unfeminine. They prioritiesed husband and children over job and career
- In 1990s girls were more likely to see their future as an independent woman with a career rather than being dependent of their husband
24
Q
What did O’Connors study show
A
14-17 year olds didnt see marriage and children as a major part of their life plans
25
What did Biggart find about attitudes of WC girls
Often see motherhood as the only viable option in their futures so see less point in achieving in education
26
What policies have encouraged girls to pursue careers in non traditional areas
- GIST (girls into science and technology)
- WISE (women in science and engineering)
27
How did the 1988 introduction of the national curriculum remove gender inequality
Girls and boys started studing the same subjects
28
What does Boaler argue is the main reason for changes in girls achievement
The impact of equal opportunities policies
29
How has the increase in female teachers and head teachers contributed to girls achievement
Women in senior positions act as role models for girls, showing them women can achieve positions of importance
30
Why do Mitsos and Browne argue women are more successful in coursework
- Better organised
- Spend more time on their work
- Better at meeting deadlines
31
What does Goard argue is the reason for gender differences in achievement
The introduction of coursework has benefited girls, boys havent been failed
32
How does Elwood criticise the idea that coursework has caused gender differences in achievement
Exams have more of an influence on grades
33
What did French find about teachers interactions with boys
Boys got more attention because they were reprimanded more
34
What did Francis find about teacher interactions with boys
While boys got more attention, they were desciplined more harshly and picked on by teachers who had low expectations of them
35
What did Swann find about gender differences in communication style
- Boys dominate in whole class discussion whereas girls prefer group work and paired work
- Girls speak in turns and boys interrupt
36
What did Weiner find about changes in teacher attitudes
Since the 1980s teachers have challenged sexist stereotypes
37
How have gender stereotypes in the curriculum been challenged
Sexist images removed from textbooks
38
How does Jackson argue league tables have improved opportunities for girls
High achieving girls are more attractive to schools whereas low achieving boys are not, creating a self fulfilling prophecy
39
Why does Slee argue boys are less attractive for schools
More likley to have behavioural difficulties and over 4 times more likely to be excluded
40
How do liberal feminists view changes in girls achievement
While further progress will be made, there has already been a lot of improvement
41
How do radical feminists argue the education system is still patriarchal
- Sexual harassment of girls in schools
- Education still limits girls subject choices and career options
- Male teachers more likely to be heads of secondary schools
- Women are under repressented in many areas of the curriculum
42
How does Weiner criticise the history curriculum
It is a woman free zone
43
How do parents cause boys to have lower literacy levels
- Parents spend less time reading to their sons
- It is usually mothers who read to their sons so reading is seen as feminine
44
How do gender differences in leisure time affect language skills
Boys do more sport which does little to help their language and communication skills whereas girls have a bedroom culture where they stay in and talk with friends
45
How do Mitsos and Browne argue boys are affected by the decline in masculine jobs
Led to an identity crisis for men, undermining boys motivation and self esteem so they give up on trying to gain qualfications
46
How can the idea that boys achievement is affected by the decline of masculine jobs
Masculine jobs tend to be working class and need very few qualifications
47
How does Sewell criticise the education system
It is feminine and doesnt nurture masculine traits such as competitiveness and leadership but celebrate feminine qualities such as methodical working
48
How does Sewell criticise coursework
Causes gender differences in achievement and it should be replaced with final exams
49
What percentage of primary school teachers are male
14%
50
What did Francis find about student opinions about their teachers gender
2/3 of 7-8 year olds didnt think the gender of their teacher was important
51
What were Reads 2 types of language
- Disciplinarian discourse
- Liberal discourse
52
What is disciplinarian discourse
The teachers authority is made explicit and visible (e.g. through shouting)
53
What is liberal discourse
The teachers suthority is implicit and invisible
54
What did Read find about differences in male and female teachers
- Most (including female teachers) used a disciplinarian discourse of control, criticising Sewells feminisation of education
- Female teachers just as likely as male teachers to use disciplinarian discourse of control, disproving the claim boys do better with male teachers due to a stricter classroom
55
What did Epstein find about masculinity within schools
WC boys are likely to be harassed, labelled as sissies and subjected to homophobic abuse is they appear to be swots
56
What did Francis find about boys concerns
Didnt want to be labelled as swots as it is a threat to their masculinity
57
Why does Francis argue laddish culture is becoming more common
Girls are moving into traditionally masculine careers so boys respond by becoming increasingly laddish in order to construct themselves as non feminine
58
How does Ringrose argue the moral panic for boys has had a negative effect
- Ignores problems from working class or ethnic minority pupils
- Ignores other problems faced by girls in schools
59
What are the gender differences in A Level subjects
Boys more likely to do maths and physics and girs more likely to do sociology and english
60
What are the gender differences in vocational subjects
Girls more likely to do health and social care and boys more likely to do construction
61
How does Norman argue gender role socialisation occurs
From an early age, boys and girls are dressed differently, given different toys and are encouraged to take part in different activities
62
How does Byrne argue teachers cause gender role socialisation
Teachers encourage boys to be tough and show initiative and not be weak while girls are encouraged to be quiet, helpful and tidy
63
What do Murphy and Elwood argue is the impact of gender role socialisation
- Difference in subject choice
- Boys more likely to ready hobby books while girls are more likely to read stories about people
64
What are gender domains
Tasks and activities boys and girls see as male or female territory
65
What do Browne and Ross argue shapes childrens gender domains
Early experiences and expectations of adults
66
Why does Kelly argue science is seen as a boys subject
- Science teachers more likely to be men
- Examples used are often related to boys interests
- Boys dominate in lessons
67
Why does Colley argue computer studies is seen as a masculine subject
- Involves working with machines
- Tasks tend to be abstract and teaching style is often formal with few opportunities for group work which is off putting to girls
68
What did Leonard find about gender differences in subject choice in single sex schools
- Girls more likely to take maths and science a levels
- Boys more likely to take english and languages
69
Why does Paetcher argue girls are less likely to do sport than boys
Girls who are sporty have to deal with an image that contradicts the conventional female stereotype
70
What did Dewar find about attitudes towards sporty girls
Called lesbian or butch
71
How does peer pressure in mixed schools affect subject choice
Peers police each others subject choices so boys and girls adopt an appropriate gender identity with girls pressured to aviod subjects like physics
72
How does sex typing of occupations affect subject choice
Affects which kinds of jobs boys and girls think is possible or acceptable
73
What is a double standard
When we apply one set of moral standards to one group but a different set to a different group
74
How does Lees identify a double standard in sexual morality
Boys boast about their own sexual exploits but call girls slags if they dont have a steady boyfriend or speak or dress in a certain way
75
How do feminists see double standards
An example of patriarchal ideology which justifies male power and devalues women
76
How does Connell argue dominant gender and sexual identities are reinforced
Vocabulary of abuse. For example name calling
77
What did Lees find aboutwords used towards girls in terms of sexuality
Boys call girls slags if they appeared to be sexually available and drags if they dont
78
How does Paetcher argue name calling shapes gender identity and maintains male power
Pupils police each others sexual identities through negative labels such as gay queer or lezzie
79
What did Parker find about boys being labelled as gay
Often just comes from being friendly with girls
80
How does Mac an Ghail define the male gaze
The way male pupils and teachers look girls up and down, see them as sexual objects and make judgements about their appearance
81
What does Mac an Ghail argue is the function of the male gaze
It is a form of surveillence which reinforces dominant heterosexual masculinity and devalues femininity
82
What did Mac an Ghails study show about peer groups
- Peer groups reproduce a range of different class based masculine identities
- Working class macho lads were dismissive of working class boys who worked hard and referred to them as dickhead achievers
83
What did Ringrose find about girls switch from a friendship culture into a heterosexual dating culture
They faced a tension between an idealised femine identity and a sexualised identity
84
What does Ringrose argue is an idealised feminine identity
Showing loyalty to the female peer group, being non competitive and getting alond with everyone in the friendship culture
85
What does Ringrose argue is a sexualised identity
Competing for boys in a dating culture
86
Why does Currie et al argue it is hard to balance between an idealised feminine identity and a sexual identity
Girls who are too competitive or see themselves as better than their peers risk slut shaming but girls who dont compete for boyfriends may face frigid shaming by the other girls
87
What is a boffin identity
Girls who want to be successful educationally may feel the need to conform to the schools notion of the ideal female pupil identity
88
What did Reay find about what the boffin identity includes
Girls have to perform an asexual identity, presenting themselves as lacking interest in boyfriends or popular fashion
89
How did Haywood and Mac an Ghail argue teachers reinforce dominant definitions of gender identity
- Male teachers told boys off for behaving like girls and teased them when they got lower marks in a test than girls
- Teachers ignored boys verbal abuse of girls and often blamed girls for attracting it
90
How did Askew and Ross find that male teachers subtly reinforce messages about gender
Male teachers often have a protective attitude towards female colleagues, coming into their classes to rescue them by threatening pupils who are being disruptive, reinforcing the idea that women cant cope alone
