p1: education Flashcards
explanations of gendered subject choice
- early socialisation
- gendered subject images
- peer pressure
- gendered career opportunities
how does early socialisation impact choices
Norman observes that boys and girls are treated differently through toys and activities etc. teachers association is also gendered. girls are expected to be quiet, tidy. whereas boys are seen as tough and noisy. Impacts on interest and choices in future.
gendered subject images
science is seen as a boys subject. - teachers tend to be male
mixed schools are found to have more gendered roles. text books often draw upon boys experiences making them feel more domain.
peer pressure
applying pressure of what individuals disapprove of creates a negative response and can be very influential.e.g sport is very male domain therefore ‘sporty’ girls have to put up with stereotypes. all girl schools found the absence of boys pressure allows girls to conform to more subjects.
career opportunities
woman’s jobs fall very closely to similar work preformed by housewives. e.g. boys associating nursery nurses with woman decreases the likelihood of pursuing a career in childcare.
gender gap
from starting school to a levels girls have always been found to do better in exams. they have better concentration and more organisation. in 2017 there was a 9.5% difference in achievement .
internal factors
- positive role models
increase in female teachers . primary schools are seen as ‘feminised’ - teachers attention
a lot of time spent more with boys allowing then to demand more. boys louder and struggle so attract better. girls association was more positive and trusting.
internal factors 2
- legue tables / selection
marketisation/representation of school attend to recruit girls for their good grades. creates a self fulfilling prophesy as girls are more likely to do well and be of better opportunities. boys more likely to be excluded therefore ‘liability’ - coursework
girls succeed more as more organised. spend more time and focus and meeting deadlines putting boys at a disadvantage.
symbolic capital
the status, recognition and sense of worth that we arable to obtain from others.preforming working class feminine identities girls gained symbolic capital from peers. this caused educational and economic capital prevention within schools.
hyper-heterosexual feminine identities
investing considerable amount of time, money and effort in constructing desirable identities. black urban American styles with unisex sports wear, sexy clothes, makeup and hairstyles. this allowed status from other female peer groups and avoided being ridiculed or called a ‘tramp’. this caused conflict with school as it was seen as innappropriate and a distraction that prevented engaging with their education. this lead to schools othering the girls and not including then as ‘one of us’.
boyfriends
- brought symbolic capital
- also discouraged girls to pursue education and lowered aspirations.
- encouraged girls to settle down than professional careers
working class girl dilemma
archer argues these strategies lead to wcgd. feminine identities and education conflict with each other and leads to underachievement. they are left with either choice of gaining symbolic capital from peers or educational success.
evans found majority of girls wanted to go to uni and make a god earning for their families rather than themselves. economic necessity led to living at home studying. local uni and progress may limit their success.
symbolic violence
negative impacts due to stereotypes on wc. for wc to feel educationally successful they would have to change how they talked and presented themselves. this can lead to ideas of 'losing yourself'. many feel as though School and society looked down on them and middle class spaces where not for the likes of them. symbolic violence led to ways of creating self worth. they look a more heavy approach and mainly seen in brands like nike, usually heavily policed.
habitus
skills or habits that have been socially ingrained . way individuals perceive social world and react. most habits shared by similar backgrounds.
led to teachers painting the ‘street’ style as evidence of bad taste and leading to stigmatising wc identities. wc then reject education as it does not fit in with their identity and way of life. the process of self exclusion le to different wc futures.
functionalist perspective on education
functionalists study society to understand how it meets society’s needs
