Education: gender, ethnicity and social class Flashcards
(37 cards)
Reay (2001) GENDER
Primary school girls in the classroom: nice girls, the girlies, spice girls and tomboys were all gender related peer groups representing different femininities
Sharpe (1976) (1994) GENDER
In 1976 girls in school were focused on romance and motherhood.
In 1994 girls in schools were career focused and heavily invested in their education
Jackson (2006a) GENDER
Named boystrous girls: ‘Ladettes’
Sewell (2000) ETHNICITY
Found African-Caribbean anti-school sub-cultures directly went against teachers, Rebels would not follow (or do the opposite of) the teachers’ rules and challenge the teacher. Retreatists would ignore the teachers demands.
Shain (2003) ETHNICITY
Found that Asian girls who were victims of bullying formed a subculture called ‘gang girls’ in order to support and cope or even challenge the bullies
Willis (1997) SUBCULTURE
Anti school subcultures within schools were more likely to occur from underachieving WC boys who he named ‘Lads’ by Willis earlier in 1977.
Kehily & Nayak (1997) GENDER
Found that swearing and verbal insults brought status in working class male peer groups and was a norm
Mac & Ghaill (1994) GENDER
Crisis of Masculinity. Boys faced uncertain future as their role in society was no longer clear due to the depletion in the bread winner role.
Lees (1993) CLASS
Found work orientated girls were pro school and were typically white females from middle-class backgrounds with strong parental support
Hatcher (2006) CLASS
Educational system does not encourage working class success
Aggleton (1987) CLASS
Some middle class 6th form boys resisted middle class values of academic achievement and wanted ‘effortless achievement’
Blinkenstaff (2005) - Subject choice
Explains why girls might be reluctant to opt for STEM subjects: - girls lack innate talent in these subjects, girls have less interests in these subjects, there are few female role models in theses areas, teachers give more attention to boys in these classes.
Archer & Yamashati (2003) SUBCULTURE
Harkton Boys were an anti school/education subculture who wanted to maintain a bad boy image and refused to do school work as they feared being called a ‘pussy’ by their peers
Reay et al (2005) GENDER
shows how educationally successful women stress support offered by their families and emotional support of their fathers, particularly in latter school years.
Weiner (1995) GENDER
argues that teachers now challenge stereotypes and have removed sexist materials from resources.
Pirie (2001) GENDER
argued old O-Level exams was a boys exam with its ‘high risk, swot it all up for the final throw’ types of assessment.
Burns and Bracey (2001) GENDER
boys believed school work should be done at school, unlike girls who were prepared to draft and redraft assignments.
Hannan (2000) GENDER
girls spend their leisure time differently to boys. Boys = being active and Girls = talking. Puts girls an advantage as school is essentially a language experience.
Mitos and Browne (1998) GENDER
said teachers are not as critical with boys as with girls, they have lower expectations, expecting work to be rushed/ late and untidy (Alfie’s room) and expect them to be disruptive
Francis (2000) GENDER
said boys are no longer likely to consider themselves more able than girls as they did in the 70s and 80s. Boys are more likely to have unrealistic career expectations, not requiring exam success e.g. footballer
Epstein (1998) GENDER
blames schools for failing to cater for boys. Says schools should be made more masculine, attention from resources away from girls onto boys.
Carrington (2007) GENDER
found that the gender of teachers has no/ little impact on learning
Francis and Skelton (2005) GENDER
suggests boys are to blame for their own failure, getting into trouble, schools need stronger discipline/ more social control. The also recognise that boys are at risk, they are vulnerable, insecure and often have low self-esteem, schools must be sensitive about it.
Mirza (1992) ETHNICITY
black girls displayed positive self-esteem and focused on achieving academic success. Not labelled negatively by teachers, but may teachers had misplaced intensions which held the girls back. Irish girls in her study saw their future as homemakers, child-carers, part-time workers , show a clear difference in ethnic groups.
