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key researchers difference in educational achievement Flashcards

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1
Q

sue sharpe 1974/ 94

A

girls viewed educational success as unfeminine. 74- main goal marriage. 94- far more aspirational

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2
Q

francis 2001

A

girls have rejected the traditional female role and value education

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3
Q

fuller 2011

A

educational success was a central aspect of girls identity- understood it will enable them to support themselves

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4
Q

goard 2005

A

gender gap was constant 75-89. gcse+ coursework introduced.

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5
Q

mitsos and brown 1989

A

support goard- coursework is better for girls as they are more conscientious

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6
Q

elwood 2005

A

disagrees with mitsos and brown. exams have more influence- girls do better than boys in exams anyway

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7
Q

spender 1983

A

teachers spend more time with boys as they demand more of their attention

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8
Q

french and french 1993

A

disagree with spender boys and girls are given the same amount of attention. boys are given more as they demand more reprimands

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9
Q

swann and graddol 1994

A

boisterous and attract teachers gaze more. gain more opps to speak in class. girls prefer group work

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10
Q

jackson 1998

A

high achieving girls are attractive to schools and boost league tables- low achieving boys are not. creates self fulfilling prophecy

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11
Q

slee 1998

A

boys are less desirable to schools as they are perceived as a liability- behavioural issues

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12
Q

archer et al 2010

A

conflict between wc girls feminine identities and the ethos of the school. symbolic vs educational capital

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13
Q

bourdieu

A

symbolic violence. defining their culture as worthless

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14
Q

archer

A

ideal female pupil- de-sexualised middleclass, this excludes many wc girls

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15
Q

archer

A

wc girls dilemma, feminine identities clash with educational success, have to choose between the 2

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16
Q

evans

A

desire to stay with families while studying- limits uni choice. caring aspect of wc fem identity

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17
Q

edwards and david 2000

A

boys mature slower than girls, primary socialisation encourages them to be boisterous and attention seeking.

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18
Q

burns and bracey 2001

A

socialisation may lead to over confidence- surprised when fail exams- bad luck not lack of effort

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19
Q

mitsos and brown 1998

A

decline in traditional male jobs led to an identity crisis for men- decline in boys motivation within school

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20
Q

sewell 2006

A

education has become feminised- coursework, everyone is a winner

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21
Q

yougov poll 2007

A

39% of 8-11yr old boys do not have lessons with a male teacher so lack a male role model

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22
Q

frances

A

found 2/3 of 7-8yr olds did not see their teachers gender as relevant

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23
Q

haase 2008

A

primary schools are ‘masculine educational structure numerically dominated by women’

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24
Q

francis 2001

A

boys being viewed as swots saw it as a threat to their masculinity.

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25
mcveigh 2001
similarities in boys and girls educational differences are far greater than the differences.
26
francis and skelton 2011
girls on FSM underperform compared to both boys and girls not on FSM. class is more important than gender
27
oakley 1973
gender role socialisation leads to gendered subject choice
27
connolly 2006
interactions affect. diff combinations of factors have diff results
28
norman 1988
girls are given different toys from an early age so develop different interests in subjects and careers
29
byre 1979
schools re enforce stereotypes teachers expectations are different of boys and girls
30
murphy and elwood 1998
different tastes in reading leads to subject choice. boys science and girls humanities
31
browne and ross 1991
gender domains, what subjects they see as 'boys' or 'girls' is influenced by early socialisation
32
dfes study 2007
single sex schools hold less subject steryotype
33
leonard 2006
single sex schools lead pupils to make less gendered subject choice
34
lees 1986
boys call girls slags but there is no male alt
35
mac and ghaill 1996
anti school wc boys name call to re enforce definitions of masculinity. work hard= dickhead achiever. nice to girls= gay
36
haywood and mac and ghaill 1996
teacher re enforce gender steryotypes, 'behaving like girls'+ ignoring boys verbal abuse of girls
37
lees 1993
double standards, sexual exploits
38
archer 2010
wc girls gain symbolic capital by performing a hyper heterosexual femininity
39
ringrose 2013
wc girls faced tension between loyalty to friends and a sexualised identity.
40
hastings 2006
white pupils make less progress between 11-16 than black of asian pupils. its possible that white pupils may soon become the worst performing in the country
41
beretier and englemann 1966
language spoken by low income black households is insufficient for achieving educational success
42
gilborn and mirza 2000
found indian pupils do very well despite the language barrier
43
moynihan 1965
black households are headed by mother boys lack a male role model
44
arnot 2004
ultra tough ghetto superstar- re enforced through mtv music videos. so join anti school groups
45
sewell 2009
greatest barrier to boys educational success is other boys
46
gilborn 2008
disagree with sewell and argue it is institutional racism that produces the failure of a large number of black boys
47
pryce 1979
family structure contributes to educational achievement
48
gilborn and mirza 2000
in one LEA black children were the highest achievers in primary schools. yet by gcse they were the lowest
49
driver and ballard 1981
asian family structures encourage education
50
archer and francis 2005
asian families see education as a family project and take a high level of engagement in their childs education
51
khan 1979
see asian families as stress ridden and traditionally controlling- especially towards girls
52
pilkington 1997
focusing on family reasons draws attention away from the school and the failing of the educational system
53
palmer 2012
almost 1/2 of all ethnic minority children live in low income households- compared to 1/4 of whit children
54
ireson and rushforth 2005
minority parents from higher socio-economic backgrounds can afford to hire tutors. benefits of economic advantages
55
mason 2000
discrimination is a persistent feature of ethnic minorities in britan- why minorities face unemployment and low pay
56
coard
teachers have lower expectations of minority pupils- this encourages a SFP
57
sewell 2009
racial stereotyping leads teachers to see ALL black boys as rebels, who rejected values of the school
58
wright 1992
4 multi racial primary schools,- found majority of staff unconsciously discriminated in class. afro- caribbean boys attracted negative attention, while asian girls seemed invisible
59
mirza 1992
2 comps in south london, well meaning but misguided teachers. anti school but pro education
60
mac an ghaill 1992
afro caribbean and asian pupils reaction to negative labelling- overcame them through, subcultures, ignoring them
61
rothmayre 2003
institutional racism is 'locked in' to the education system. no longer needs conscious racism. inequality is self perpetuating. gilborn agrees- practially inevitable feature of the education system
62
coard 1971
british curriculum makes black children feel inferior in every way. causes them to develop a negative self concept
63
troyna and williams 1986
ethnocentric curriculum as it gives priority to white culture and english language

Sociology- education (3 decks)

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