Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

Sociology Names > Gender Ed > Flashcards

Gender Ed Flashcards

(74 cards)

Start Studying
1
Q

External Factors

A

Impact of Feminism, Girl’s Changing Ambitions, and Globalization and Decline of Traditional Male Jobs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Impact of Femisim

A

McRobbie

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

McRobbie

A

study of magazines shows girls’ self image moved to career
AO3: mother still stay at home so are represented

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Girl’s Changing Ambitions

A

Sharpe, O’Connor, and Fuller

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Sharpe

A

interviews with girls from 70s showed shift from love to career
AO3: could be due to trends at that time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

O’Connor

A

study of 14-17 yrs olds found marriage was not central to their life plans
AO3: but probably would still happen

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Fuller

A

girls saw educational success as central aspect of identity
AO3: probably won’t be able to succeed as men get higher roles

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Globalization and Decline of Traditional Male Jobs

A

Mitesos and Browne

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Mitesos and Browne

A

w/c jobs have been outsourced so have a crisis in masculinity
AO3: those jobs don’t require qualifications

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Internal Factors

A

Equal Opportunity Policies, GCSE and Coursework, Teacher’s Attention, Challenging Stereotypes, and Selection and League Tables

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Equal Opportunity Policies

A

Bowles, GIST, and WISE

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Bowles

A

it is most important reason as meritocratic
AO3: meritocracy has little impact on gap

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

GCSE and Coursework

A

Gorad and Mitesos and Browne

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Gorad

A

gender gap has widened since introduction of coursework
AO3: could be girls increased value on success

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Mitesos and Browne

A

girls are better at coursework
AO3: exam boards are going against this

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Teacher’s Attention

A

Francis and Swann

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Francis

A

boys receive more attention but punished harder
AO3: should do better

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Swann

A

boys dominate whole class discussions, but girls are better at paired work
AO3: should do better as more ideas

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Challenging Stereotypes

A

Weiner

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Weiner

A

1980s teachers challenged stereotypes in textbooks and got them removed
AO3: still some lack of diversity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Selection and League Tables

A

Jackson and Slee

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Jackson

A

high achieving girls are more attractive to schools
AO3: girls may not choose to go to these school due to friends

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Slee

A

boys are more likely to suffer behaviour problems so less wanted
AO3: schools can’t discriminate in this way

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Girls

A

Symbolic Capital, Hyper Heterosexual, Boyfriends, and Being Loud

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Symbolic Capital
Archer
26
Archer
by showing feminine identities girls gain symbolic capital AO3: only w/c girls
27
Hyper Heterosexual
Archer
28
Archer
girls construct a desirable and glamourous identity AO3: only w/c girls
29
Boyfriends
Archer
30
Archer
having a boyfriend gives girls symbolic capital but gets in way of school AO3: only w/c girls
31
Being Loud
Archer
32
Archer
girls being assertive is viewed as aggression AO3: only w/c girls
33
Boys
Feminization of Education, Shortage of Male Primary School Teachers, and Laddish Subculture
34
Feminization of Education
Sewell
35
Sewell
schools don't nurture masculine traits AO3: schools encourage pupils to take on leadership roles
36
Sewell
greater emphasize on outdoor education would result in boys success AO3: this can't be done
37
Shortage of Male Primary School Teachers
Yougov
38
Yougov
14% of male teachers when 42% of boys say it would be beneficial for more AO3: female staff use a masculine discourse
39
Laddish Subculture
Epstein and Francis
40
Epstein
if w/c boys work hard they will be harassed by peers AO3: not the case for all boys
41
Francis
boys are more concerned than girls about being labelled by peers AO3: Ringrose = boys underachievement is moral panic so policies don't help
42
Subject Choice
External (gender role socialization and gendered career opportunities) and Internal (gender subject images and gender identity and peer pressure)
43
Gender Role Socialization
Norman, Bryne, Murphy and Elwood, and Browne and Ross
44
Norman
from early age, boys and girls are dressed differently and different activities AO3: if child wanted to go against parent would not stop them
45
Bryne
teachers encourage boys to be tough and girls to be quiet and helpful AO3: children could refuse these roles
46
Murphy and Elwood
develop different reading taste leading to different subjects AO3: reading doesn't affect their choices
47
Browne and Ross
'gender' domains are shaped by early experiences AO3: society changing the way they socialize
48
Gendered Career Opportunities
Fuller
49
Fuller
most w/c girls have ambitions to go into typical 'gender domain' job AO3: could be due to the less qualifications needed
50
Fuller
work placements in feminine jobs was the norm for girls so steers them towards this AO3: children now pick own placements with little influence from school
51
Gender Subject Images
Leonard, Colley, and Kelly
52
Leonard
girls in single sex schools are more likely to take male subjects than boys from single sex schools take female one. AO3: Institute of Physics = 2.4 times more likely to take A level physics
53
Colley
those in single sex schools hold less stereotyped subject images AO3: more feminist so encourage this equality more
54
Kelly
science is a boys subject due to the textbooks and more males AO3: GIST has gone to schools with female teachers
55
Gender Identity and Peer Pressure
Dewar and Paetcher
56
Dewar
girls who showed an interest in sports in American college were called 'Butch' AO3: may not be the same for the UK
57
Paetcher
sports is a male gender domain if a sporty female they contradict the female identity AO3: doing more to encourage them
58
Experience of School
Double Standards, Verbal Abuse, Male Gaze, Male Peer Groups, Female Peer Groups, and Teachers and Discipline
59
Double Standards
Lees
60
Lees
boys boast about sexual exploits, but girls are called 'slags' AO3: feminists suggest it is a form of patriarchy ideology and social control
61
Verbal Abuse
Lees and Parker
62
Lees
girls called slags if sexually available and drags if not AO3: feminists are changing the meaning of these with 'slut walks'
63
Parker
boys called gay if friends with girls AO3: boys are no longer called gay for this, maybe if they like feminine things
64
Male Gaze
Mac and Ghail
65
Mac and Ghail
use the male gaze as a form of surveillance to maintain masculinity AO3: boys are viewing women less as objects
66
Male Peer Groups
Epstein and Mac and Ghail
67
Epstein
boys use verbal abuse to reinforce definitions of masculinity AO3: these definitions are changing
68
Mac and Ghail
w/c macho lads dismiss w/c boys who aim for m/c jobs AO3: only a minority who make fun
69
Female Peer Groups
Archer and Reay
70
Archer
w/c girls gain capital through identity, but it is policed by other girls AO3: women are joining together as more feminist
71
Reay
m/c girls who succeed are called boffin and seen as asexual and lack fashion AO3: now celebrate the success if in the 'popular group' or ignored if not
72
Teachers and Discipline
Haywood and Mac and Ghail and Ashew and Ross
73
Haywood and Mac and Ghail
boys told off for being like girls but not told off for sexualizing girls AO3: more rape cases in media so taken more seriously
74
Ashew and Ross
male teachers reinforce this masculine identity by 'rescuing' female teachers AO3: more strategies is place to help deal with difficult children

Sociology Names (4 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions