Internal factors and gender differences in achievement Flashcards
(30 cards)
Describe the impact of equal opportunities policies on gender achievement in education.
Equal opportunities policies, influenced by feminist ideas, have led to greater awareness of gender issues in education. Initiatives like GIST and WISE encourage girls to pursue non-traditional careers, while the National Curriculum promotes equal subject study for both genders, contributing to improved girls’ achievement.
Explain how positive role models in schools influence girls’ educational outcomes.
The increase in female teachers and heads provides girls with role models who demonstrate that women can achieve significant positions. This visibility encourages girls to set non-traditional goals and aspire to higher achievements in their education.
Define the role of the National Curriculum in addressing gender inequality in education.
The National Curriculum, introduced in 1988, aimed to reduce gender inequality by ensuring that both boys and girls study the same subjects, which was not consistently the case before its implementation.
How have assessment methods like GCSE and coursework affected gender achievement?
Changes in assessment methods, such as the introduction of GCSEs and coursework, are argued by some sociologists to favor girls and disadvantage boys, potentially contributing to the observed differences in academic achievement.
Discuss the significance of female scientists visiting schools as role models.
Female scientists visiting schools serve as role models for girls, demonstrating that women can succeed in science and technology fields. This exposure helps to challenge stereotypes and encourages girls to pursue careers in these areas.
What is the relationship between meritocracy and girls’ academic performance according to Boaler (1998)?
Boaler (1998) suggests that the removal of barriers through equal opportunities policies has made schooling more meritocratic, allowing girls, who generally work harder than boys, to achieve higher academic success.
Identify the influence of non-sexist careers advice on girls’ educational choices.
Non-sexist careers advice helps to eliminate stereotypes and encourages girls to consider a wider range of career options, particularly in fields traditionally dominated by men, thereby influencing their educational and career aspirations.
Summarize the changes in teacher demographics and their impact on girls’ education.
The increase in the number of female teachers and heads in schools provides girls with relatable role models, which can positively impact their educational aspirations and achievements by showing them that women can hold important positions.
Describe the findings of Gorard (2005) regarding the gender gap in achievement.
Gorard found that the gender gap in achievement remained fairly constant from 1975 until 1989, when it sharply increased with the introduction of GCSE and coursework as a major assessment component.
Explain the conclusion drawn by Mitsos and Browne (1998) about girls’ success in coursework.
Mitsos and Browne concluded that girls are more successful in coursework due to being more conscientious, better organized, and spending more time on their work compared to boys.
How do girls’ characteristics contribute to their academic success according to Mitsos and Browne?
Girls are noted to spend more time on their work, take greater care in presentation, meet deadlines better, and bring the right materials to lessons, which contribute to their academic success.
Define the impact of oral exams on gender achievement as discussed in the content.
The introduction of oral exams is said to benefit girls due to their generally better developed language skills, which enhances their performance.
Discuss the role of early gender role socialization in academic achievement.
Sociologists argue that early gender role socialization in the family encourages girls to develop qualities like neatness and patience, which become advantageous in the current assessment system.
What argument does Elwood (2005) present regarding the influence of coursework on the gender gap?
Elwood argues that while coursework has some influence on the gender gap, it is unlikely to be the sole cause, as exams have a much greater impact on final grades.
Describe the differences in teacher attention towards boys and girls as found by French (1993) and Francis (2001).
French found that boys received more attention in class but also more reprimands, while Francis noted that boys felt they were disciplined more harshly and that teachers had lower expectations of them.
Explain how teacher expectations may affect boys’ academic performance.
Lower expectations from teachers towards boys can lead to a negative impact on their academic performance, as they may feel less motivated and supported in their learning.
Describe the communication styles of boys and girls in classroom settings according to Swann (1998).
Boys tend to dominate whole-class discussions, while girls prefer pair-work and group-work, exhibiting better listening and cooperation skills. Girls’ speech in groups involves turn-taking, contrasting with the hostile interruptions often seen in boys’ speech.
Explain how teachers’ perceptions of boys and girls can lead to a self-fulfilling prophecy in education.
Teachers often respond more positively to girls, viewing them as cooperative, while they see boys as potentially disruptive. This positive interaction with teachers can enhance girls’ self-esteem and improve their academic achievement.
Define the impact of removing gender stereotypes from educational materials on girls’ achievement.
The removal of gender stereotypes from textbooks and learning materials has been argued to eliminate barriers to girls’ achievement, allowing them to see more positive representations of women and their capabilities.
How have teachers challenged gender stereotypes in education since the 1980s?
Since the 1980s, teachers have actively worked to challenge gender stereotypes by removing sexist images from learning materials, which has contributed to raising girls’ achievement levels.
Discuss the role of marketisation policies in shaping educational opportunities for girls.
Marketisation policies have created a competitive environment where schools view girls as desirable recruits due to their better exam results, leading to improved opportunities for them.
What effect do exam league tables have on the recruitment of students in schools?
Exam league tables have made high-achieving girls more attractive to schools, while low-achieving boys are often less desirable, reinforcing a self-fulfilling prophecy where girls are more likely to be recruited by successful schools.
Explain the challenges boys face in the educational system according to Slee (1998).
Boys are often seen as less attractive to schools due to a higher likelihood of behavioral difficulties and being four times more likely to be excluded, which negatively impacts their educational opportunities.
Summarize the findings of Weiner (1995) regarding gender representation in educational materials.
Weiner (1995) found that since the 1980s, there has been a concerted effort to challenge and remove sexist images from educational materials, which has positively influenced girls’ perceptions and achievements.
