Gender - External Factors + Gender Differences in Achievement - Girls' Changing Ambitions Flashcards
What has encouraged girls’ changing ambitions?
Changes in the family and employment have encouraged girls’ changing ambitions.
How did Sue Sharpe’s study support that girls’ abitions were changing?
Sue Sharpe’s (1994) interviews with girls in the 1970s and 1990s show a major shift in the way girls see their future.
In Sue Sharpe’s study what were girls ambitions in 1974?
In 1974, girls had low aspiration and they believed that educational success was unfeminine and that appearing ambitious was seen as unattractive.
In Sue Sharpe’s study what were girl’s priorities in 1974?
In 1974, girls priorities were: love, marriage, husbands, children, jobs and careers. This was rather than prioritising employment and these priorities were more or less in this order.
In Sue Sharpe’s study what were girls pritorites in the 1990s?
In the 1990s, girls’ ambitions had changed and they had a different order of priorities than in 1974. Their priorities were their careers and being able to support themselves.
What did Sue Sharpe find about how girls saw their future in the 1990s?
Sue Sharpe found that girls were now more likely to see their future as an independant woman with a career rather than being dependant on their husband and his income.
What did O’Connor study show about girls’ changing ambitions?
O’Connor’s (2006) study of 14-17 year olds found that marriage and children were not a major part of girl’s life plans.
What did Beck and Beck-Gernshiem link girls’ changing ambitions to?
Beck and Beck-Gernshiem (2001) linked girls’ changing ambitions to individualisation in modern society.
What is individualisation?
Individualisation is where independance is valued. In this case individualisation is valued more strongly than in the past.
How come indivisualisation has become more valued for girls now?
Individualisation has become more valued as a career has now become part of a woman’s life plan as it promises recognition and economic self-sufficiency. And to achieve recognition and economic self-sufficiency girls need a good education.
In Fuller’s study how was educational success seen as towards girls?
In Fuller’s (2011) study, educational success was a central aspect of girls identity.
In Fuller’s study how did girls see themselves?
Girls saw themselves as creators of their own future and they had an individualised notion towards themself (independance).
What did the girls in Fuller’s study believe in?
The girls in Fullers study believed in meritocracy (having equal opportunity for every individual to achieve).
What did the girls in Fuller’s study aim for?
The girls in Fuller’s study aimed for a professional career, which would enable them to support themselves. These careers requied educational qualifications, whereas the girls in Sharpe’s (1974) study did not aspire to this.
