Gender (internal) Flashcards
(25 cards)
overview
. subject choices
. feminisation of education
. subcultures
. sexual identity
. teacher interaction + labelling
. hidden curriculum
. league tabes + selection policies
. assessment
. policy
subject choices
girls will pick certain subjects - not STEM
female subjects = english, food, drama, art, health + social, childcare
male subjects = STEM, PE, business, IT, wood tech, apprenticeships
Davis + Moore - role allocation
Feminisation of education - sewell
more women work in education - more female role models for girls, lack of male role models for boys
women seen as caring + nurturing
men seen as strict, authoritative, less caring
teaching suits motherhood: maternity, same school hours, holidays, flexible working hours
Ringrose (subcultures)
subcultures + identity
girls have a balancing act of their identity
1. sexualised identity - girl who flirts, has relationships. If fulfils then called a ‘slut’ by the girls
2. friendship identity - girls girl, ‘hoes before bros’. If fulfils then called frigid by boys
no matter what they are treated negatively by either boys or girls
boys get symbolic capital from just being in a relationship
Some girls reject hyper sexual feminine identity - BOFFINS: asexual, academic, no friendships
Archer (subcultures)
hyper sexual feminine identity - boy crazy
move away from ideal pupil
Lacy (subcultures)
pro and anti-school subcultures
Willis (subcultures)
Lads - WC, macho, labour heavy, WC mentality in education
Ear’oles - hardworking students
Cohen (subcultures)
Alternative status hierarchy
Pascoe (sexual identity)
‘dude, you’re a f-g’
homosexuality was used to police behaviour
if you didn’t fulfil the masculine ideals (sports, relationships,etc) would get bullied
Stonewall (sexual identity)
‘that’s so gay’
Francis (teacher interaction + labelling)
teachers less likely to see and label boys as ‘ideal pupil’
have lower expectations
more likely to label as disruptive
Mitsos + Browne (teacher interaction + labelling)
teachers have lower expectations of boys
expect them to be late, rushed, untidy
french (teacher interaction + labelling)
analysed classroom interaction and found that boys received more attention as they attracted more reprimands
swann (teacher interaction + labelling)
gender differences in communication styles
. boys dominate in class discussions
girls prefer group/paired work and better at listening + cooperating
hidden curriculum
subconscious gender division and treatment
everyone’s invited
jackson (league tables + selection policies)
the introduction of league tables has improved opportunities for girls. high achieving girls attractive to schools, boys not.
Slee (league tables + selection policies)
boys are less attractive to schools because they are more likely to suffer from behavioural difficulties.
4x more likely to be excluded
Gorard (assessment)
gender gap in achievement is a ‘product of the changed system of assessment rather than any more general failing of boys’
mitsos + browne (assessment)
believe girls are more successful at coursework as they are better organised
Elwood (assessment)
argues that although coursework has some influence, it’s unlikely the only cause of the gender gap as exams have more influence on final grades
Tripartite (policy)
girls less likely to attend tech schools, didn’t have access to some subjects in grammar schools
comprehensivisation (policy)
setting + streaming benefited girls as they were seen as more capable
education reform (policy)
science compulsory for girls, boys less attractive in competitive market
equality act (policy)
prevents sex discrimination
