Topic 4: Gender Flashcards
(26 cards)
Sue Sharpe
Changes in Social attitudes
1976- Girl’s priorities ‘love, marriage, husbands, children, jobs and careers’
1994- New priorities ‘jobs, careers, being able to support themselves’
Programmes in school
WISE and GIST
Pirie
Pre-1987: O-levels benefited boys as it was high risk, but GCSEs with a modular structure and coursework benefited girls as it needed ‘long-term’ effort
Bleach
1999
Girls prefer fiction which benefits them in English lit and Lang
Skelton et al
Feminisation of teaching does not have a negative impact on the education performance of boys
The students thought that there was little difference between the teaching of male and female teachers
Peer groups being same sex often have huge influence, as they multiply police eachothers behaviours
Jackson
2006
Laddish behaviour had important benefits- made them seem cool and therefore popular.
Also a response to fear of failure, so they could seem unphased if they did fail.
Only __% of teachers are male
15%
Feminisation of teaching
Girls have more positive role models, boys fail to identify with teachers.
Mitsos and Browne
Increase in girls self esteem because of women’s movements
4B movement
Awareness about the patriarchy and sex discrimination
Changes in law have impacted upon girls perception of their own capabilities
Colley
1998
Gender perceptions of different subjects are important
Influences on subject choice with arts and humanities are seen by students as feminine, science and technologies seen as masculine
Paechter
Gender perceptions around subject choice
P.E. students who were girls labelled as ‘butch’
Kelly
1987
Boys dominate science classrooms
Norman
‘Canalisation’ is very gender specific- toys, attitudes and aptitudes are developed
-Women in 1970 socialised to be caregivers
Lobban
1974
Gender bias in educational reading schemes
Girls portrayed doing domestic tasks
Girls had tasks like ‘hopping, shopping, skipping and helping mothers’, Males had tasks like ‘washing cars, sailing, climbing and adventuring’
Best
1992
75% of female characters engaged in domestic tasks in books, 15% of males presented performing domestic roles
Dweck
1987
Girls lacked confidence in ability to perform intellectual tasks
Girls underestimated their abilities
Stanworth
1983
Intersectional factors need to be taken into consideration
Teachers expected girls to go into low paid, low power jobs
Teachers ignored quiet girls but wanted to encourage quiet boys
Female students who were interviews suggested that teachers always favoured boys
Boys get more ‘talking time’ in classrooms
Francis
Gender is a part of our social identity and therefore people try to fit in by adapting gendered behaviours
Gendered verbal behaviour- boys dominate classrooms verbally, are louder, verbally abuse girls
Physical behaviour- boys dominate physical spaces, confrontational
Gendered pursuits- girls focus on appearance and how they present themselves which restricts their education, girls appease boys and adhere to the male gaze
AO3 to Francis
-Not all males follow hetero-normative roles
-Liberal feminists argue there has been a ‘march of progress’ in education
-80% of graduates are women
Uni grades by gender
1st- 34k female, 27k male
3rd- 11k female, 12k male
Real families: progressive education for gender diversity
50% of boys described themselves as the best, 10% of girls,
3x as many boys over estimated how much they can achieve
Forde et al
-Peer pressure as a primary reason for underachievement
-Boys try to achieve ‘street-free’ status by developing an anti school subculture
Barber
- More boys that girls think they are average
- Less boys than girls believe they are above average
Heteronormativity
Belief that heterosexuality is the neom
