Gender differences Flashcards
(6 cards)
McRobbie, Fuller
P – Define External factors
E – Impact of Feminism, McRobbie (1994)- changing attitudes
E – Impact on changes on family, employment
L – Changing ambitions have led to increased aspirations for the future, educational success seen as a central aspect of identity- Fuller (2011)
E – Class differences, WC maintain gender-stereotyped aspirations, shows class has greater impact than gender
1994, 2011
Mitsos + Browne, Sewell
P – Gap in achievement given rise to concern about boy’s underachievement, define Globalisation
E – Changes in the job market, globalisation has shifted traditional male jobs, Mitsos + Browne- identity crisis
E – Exacerbated by shortage of male primary teachers, 13% of primary teachers are male, 42% boys would work harder.
L – Sewell (2006)- education has become feminised, doesn’t nurture masculine traits
E – Francis (2006)- 2/3’s 7-8yr olds believed gender of teacher didn’t matter
1998, 2006
Boaler, Mitsos + Browne
P – Define Internal factors
E – Impact of policies, equal opportunity (GIST + WISE), Boaler (1998)- barriers removed, forming a more meritocratic system
E – Introduction of coursework, Mitsos + Browne (1998)- girls more conscientious and better organised; spend more time, care, meet deadlines, bring right equipment
L – Achievement is a product of a changed system, rather than more failing boys
E – However not all girls achieve the same, WC girls still maintain traditional gender identities
1998
Archer
P – Define identity, outline social class differences, FSM= 40% 5 GCSEs vs 2/3 non-FSM
E – Conflicting identities, Archer (2010)- WC feminine identity vs school ethos, girls gained Symbolic Capital from peers
E – Having a boyfriend + being load, investing time into a hyper heterosexual feminine identity, thus preventing ability to gain educational or economic capital
L – WC dilemma constructs and reproduces WC girls’ failure
E – Doesn’t explain increase in WC girls’ representation at University
2010
Jackson
P – Define Marketisation
E – Outline policies, for example Education Reform act (1988), publishing League Tables and introducing National Curriculum
E – Jackson (1998)- improved opportunities for girls, high achievement makes them more attractive, creating an SFP
L – Broadens divide between achievement
E – However radical feminists believe the system remains patriarchal; sexual harassment (Male Gaze) limiting subject choice and participation
1998
Browne + Ross
P – Define Gender role Socialisation
E – From early age boys and girls dressed differently, Browne + Ross (1991)- early experiences + expectations of adults, boys in STEM, girls in humanities etc.
E –
L – Education more suited female Gender Domain, therefore girls often do better
E – Single sex schooling, Leonard (2006)- found fewer stereotypes surrounding subjects, perception of subject formed internally
1991
