Gender

Question 1

External factors
Impact of feminism

Answer 1

Not equal yet
Raise self esteem and expect-> not just house wife and mum
McRobbie = magazine study = up indepen

Question 2

External factors
Changing women’s ambitions

Answer 2

Sharpe
-> 70s = ed success is unfem so priority is to get married
-> 90s = women with jobs so not rely on hubby

Fuller
-> girls saw ed success as central part of ID
-> believed in meritocracy = equal opp for all to achieve

Question 3

External factors
Changes

Answer 3

Fam
-> up divorce
-> up female breadwinner and lone P house holds
-> up cohab + down no of 1st manages-> fans = smaller

Employment
-> 1970 = equal pay act
-> 1975 = sex discrim act
-> up women in £ employment = less pay gap from 30% to 15% = encourage future work over house wife
-> up career opportunities and role models = incentive for girls to get qualifications

Question 4

External factors
Criticisms

Answer 4

-> class diff impact ambitions
-> Biggart = w/c girls see motherhood as only option for future -> see no point in achieving in ed

Question 5

Internal factors
Policies

Answer 5

-> Boaler = girls get same opps ≈ reason for change in achievements
-> fem has big impact on ed
. GIST = Girls In Science and Tech
. WISE = Women In Science and Engineering
. nat curric 1988 remove inequality so all study the same

Question 6

internal factors
teachers attention

Answer 6

. Francais
-> boys more disciplined + felt picked on
-> teach responds better to girls cos more co-operative = self-fulfilling prophecy
. Jane et al
-> c-room interactions = boys got more attention cos of worse behav
. Swan
-> diff communication styles
-> girls prefere pair/ group work but boys dominate class discussions

Question 7

internal factors
GCSE + coursework

Answer 7

. puts girls at advantage
. Mirtsa say girls
-> meet deadlines, are organised, take more care and time with work, get better results cos more developed language skills all cos of exposure to gender roles

Question 8

internal factors
positive role models in school

Answer 8

. more female heads + teachers
-> more confidence for them to achieve goals

Question 9

internal factors
2 views on achievement

Answer 9

. lib fem = celebrate progress so far
. rad fem = system still patriarchal
-> weiner - sch history = female free zone

Question 10

internal factors
selection + league tables

Answer 10

. marketisation = up competition = girls more desirable and boys liability
. exam tables = more opportunity for girls
. Slee = boys less attractive cos of behaviour issues

Question 11

internal factors
challenging stereotypes in curriculum

Answer 11

. remove them from textbooks
-> removes barrier for girls
. Weiner
-> teach challenge stereo + sexist pics removed

Question 12

girls and achievement
symbolic capital

Answer 12

. w/c achieve less cos conflict between sch and w/c ID
. Archer
-> girls adopt hyper-heterosexual ID by having a BF and being loud to increase symbolic capital

Question 13

girls and achievement
being loud

Answer 13

. question teacher’s authority
. teach sees behav as threatening rather than assertive

Question 14

girls and achievement
having a BF

Answer 14

. increased symbolic capital to have one
. make loose interest in studies
-> less interest in uni and study less masc subjects
. have to drop out when get pregnant
. want to settle in local w/c job to start a fam

Question 15

girls and achievement
w/c girls dilemma

Answer 15

. “good underneath” -> stuggle to achieve sense of self worth in ed
. gain ed cap when reject w/c ID to conform to m/c notion of ‘ideal pupil’
. gain symbolic cap by conforming to hyper-heterosexual ID
. Archer
-> investments in fem ID = maj downfall in ed

Question 16

girls and achievement
hyper-heterosexual ID

Answer 16

. invest time, £ + effort into glam look = appeals to peers -> fem ID stops being ridiculed
. causes conflict within sch
-> wrong uniform, makeup, jewellery = punished for appearance
. Bourdieu
-> form of symbolic violence
. teach sees w/c girls as pre-occupied with looks over ed
-> not engaged in learning + less worthy of respect

Question 17

girls and achievement
w/c girls achievement

Answer 17

. disadvantaged by class + gender IDs
. cost + fear of debt = live home and go local uni cos more affordable
. Evans
-> 21 w/c girls from london = want to go uni to increase fams earning potential

Question 18

boys and achievement
literacy

Answer 18

. boys leisure e.g footy not help develop lang + communication skills
-> girls = ‘bedroom culture’ -> stay in with friends and talk
. have poor lit and lang skills
-> poss cos parents not read as much too them cos reading seen as fem activity

Question 19

boys and achievement
feminisation of ed

Answer 19

. Sewell
-> sch not nurture masc traits (competitiveness + leadership) celebrates fem qualities (attentiative + method work)
-> coursework - maj cause in gender gap + should be replaced by final exams
-> should put more emphasis on outdoor curric

Question 20

boys and achievement
globalisation + decline in masc jobs

Answer 20

.80s = decline in irn, steel, ship building, mining + engineering all cos manufacturng moved to cheaper EDCs like China = decline in masc jobs
. Mitsos et al
-> masc ID crisis
-> less prospects of getting ‘proper job’ = undermines self-image so give up on getting qualifications

Question 21

boys and achievement
laddish subcultures

Answer 21

. Epstein
-> w/c boys subject to homophobia if appear to be ‘swots’
. Francis
-> boys = more concerned about peers labelling them cos threat to their masc -> w/c boys reject sch wrk to avoid being called gay cos “real boys don’t work”

Question 22

boys and achievement
shortage of male primary school teachers

Answer 22

. lack of role models
-> 14% of prim teach = men
-> 39% 8-11yr olds say no lessons with male teacher
-> 42% said male teacher make work harder
. male teacher = strict discipline so boys concentrate
-> suggest need more male teachers
-> culture feminised cos most teachers = women
-> unable to control boys behav

Question 23

boys and achievement
moral panic over boys

Answer 23

. Ringrose
-> w/c boys grow up to be dangerous, unemployed underclass that threaten social stability
-> ignores other probs faced by boys in sch (sex harras, self esteem, ID issues, etc)
. Osier
-> focuses on boys + neglects girls

Question 24

Gendered subject choices
peer-pressure

Answer 24

. if subject outside gender domain then less likely to take it
. absense of peer-pressure in single sex sch could be y less gender choice
. sport = boys domain
-> ‘sporty’ girls put up with contradicting stereo
-> Paetcher
- gilrs likely opt out of sport cos don’t want to be called butch or lesbian (Dewar)

Question 25

gendered subject choices
gendered subject images

Answer 25

. some subject seen as masc and fem
-> Kelly - more male teachers in sciences
-> Colley - ICT (work with machines = male dominated)
. single sex sch = less stereo types
-> less trad subject choice
-> Leonard - girls more likely study ‘masc’ subjects at uni = higher salary career

Question 26

gendered subject choice
early socialisation

Answer 26

. Oakley
-> gender role socialisation = learn what is expected of them from soc
-> physical differences
. clothes + toys
-> Norman - boys encouraged to be rough and girls to be passive
-> continued into sch + affect subj choices (Murphy et al)