Why are girls outperforming boys 8ED Flashcards
(30 cards)
1
Q
External factors on girls outperforming boys
A
- impact of feminism
- changes in family
- changes in women’s employment
- girls changing ambitions
2
Q
explain impact of feminism
A
- 1960’s femist movement challenged steretypes associated with women, specifaclly their role in partiarcal nuclear family and lower staus in education, work, law
- changing attitudes towards women has been portrayed in media highlighting importance of personal choice for young women
- raises girls aspirations and ambitions
3
Q
explain changes in womens employment
A
- 1970 equal pay act, 1975 sex discrimination act
- proportion of women in work has grown, 54% in1971 67% in 2013. growth of service sector and flexible working has offered more opportunties for women
- women breaking through the glass ceilling
- pay gap has slightly decreased between genders
- 2018 world economic forum said take 202 years to fully close pay gap
- all this acts as an incentive for girls to gain qualifications
4
Q
girls’ chainging ambitions
Sue Sharpe
A
- compared interviews she conducted of girls in 1970s with girls she interviewed in 1990’s
- in 70’s girls has low aspirations, felt educational success was unfeminine and unattractive and gave priorties as love, marrige, husbands, and children
- in 90’s girls priortised careers and being abkle to support themselfs
- study highlights changing attitudes of girls towards education
5
Q
girls’ changing ambitons
Beck and Beck Gernsheim
A
- change in attitudes linked to growing trend of individualsim in society, where interdependence is highly valued
- carrer has become part of womens lives as it promises recognition and self sufficency
6
Q
Girls’ changing ambitions
Fuller
A
- education success was a centeral aspect of girls in her study
- they saw themselfs as creators of their own future
- beleived in meritocracy and aimed for a career that would enable themselfs to support themselfs in the future
7
Q
evaluation of Girls’ changing ambitions
A
- class differences in how far girls’ ambitions have changed
- some WC girls continued to have gender stereotyped aspirations for marrige and children ans traditional low paid women’s work
8
Q
what are the internal factors affecting girls achievement
A
- equal opportunties policies
- postive role models in schools
- GCSE and coursework
- teacher attention
- challenging sterotypes in curriculum
- selection and legue tables
9
Q
explain equal opportunties policies
A
- feminsits ideas have had a majorimpact on education system, those who run system more aware of gender issues and teachers more sensistve to avoiding gender stereotyping
- polices like GIST (girls into science and technology) and WISE (women into science and engerneering) encourage girls to persure careers in these non traditional areas. females scientists visted schools, acting as role models
- non sexist career advice has been provided and learning materials in science relfecting girls has een developed
- the National Curriculm 1988 removed gender inequality making both genders study mosrtly same subjects
10
Q
Boaler
A
- impact of equal opportunities polices as a key reason for changes in girls achievement
- many barriers have been removed and schooling has become more meritocratic
11
Q
explain postive role models in schools
A
- increased in in proportion of female teachers and head teachers - acts as role models for girls showing them women can achieve postitions of importance
- women teachers are likely to be paticularly important,
as far as girls’ educational achievement goes, to become a teacher, indivudal must undertake a lengthy and successful education themselfs
12
Q
critisicm of postive role models in school
A
- primary schools have become ‘feminised’ with all female staff
- may impact how each gender sees schooling as part of thier traditional ‘gender domain’ or territory
13
Q
how do GCSE’s and coursework impact girls achievement
A
way that pupils are assesed favours girls and puts boys at a disadvantage
14
Q
Gorard
A
gender gap increased after GCSE was introduced, bringing coursework for majority of subjects
* gender gap is a ‘product of the changed system of assesment rather than any more general failling of boys’
15
Q
Mitsos and Browne
A
- girls are more successful at coursework than boys because they are more conscientious and better organised than boys
- eg: girls spend more time on thier work, more care with how its presented, better at meeting deadlines, bright right equipment and materials to lessons
- these factors allowed girls to benefit from the introduction of coursework
- girls mature earlier than boys allowing for higher concentration levels
16
Q
why do sociologists say girls have charateristics identified by mitsos and browne
A
- result of early gender role socialisation in family
- girls are more likely than boys to be encouraged to be neat, tidy and patient
- these qualities become an advantage in coursework assesment systems, allowing girls to score higher
17
Q
Elwood
A
- critcises influence of coursework on gender gap
- written exams have more heavier influence on final grades
18
Q
evaluation for gcse and coursework
A
- curriculm refomrs have led to GCSEs and Alevels reducing coursework options and returning to traditional end of study exams
- girls still outperform boys in these qualifications, therefore the coursework explanation should be treated with caution
19
Q
spender
teacher attention
A
teachers spend more time interacting with boys than with girls
20
Q
jane and peter french
A
- analysed classroom interactions
- found that attention teachers payed to boys and girls for academic reasonswas similar
- boys only recieved more attention as they attracted more reprimands
21
Q
Becky Francis
A
found that while boys got more attention, disciplined more harshly and felt picked on by teachers, who tended to have lower expecatations of them
22
Q
Swann and Graddol
A
- boys generally more boysterous and attract the teachers gaze more often than girls, so get more opportunity to speak
- teachers interacted more positvley with girls beucase it focuses on thier schoolwork rather than behaviour
23
Q
Swann
A
- found gender differences in communication styles
- boys dominate in whole- class discussion, whereas girls prefer pair/group work and are better at listening and cooperating
- in group work girls speech involves turn taking, not hostile interruptions that are found in boys
24
Q
what can teacher attention explain
A
- why teachers respind more positivley to girls
- girls seen as cooperative, boys seen as disruptive
- lead to self-fulfilling prophecy in which successful interactions with teachers promote self-esteem and raise their achievement levels
25
what can be argued about challenging sterotypes in the curriculum
* removal of gender sterotypes from textbooks, reading schemes and other learning materials, has removed a barrier to girls' achievement
* research from 1970's -80's found reading schemes portrayed women as housewifes and mothers, physics books showed them as frigtended or amazed by science, mathos depicted boys as more inventive than girls
26
Weiner
* since 1980's teachers have challenged such sterotypes, and sexist images have been removed from learning materials
* helping to raise girls' achievement by presenting them with more postivite images of what women can achieve
27
what did the UN's 2018 gender review of the global education monitoring report say
in order to facilitate gender- responsive teaching, curricula and textbooks should be free from bias and promote equality in gender relations
28
how have marketisation polices affected girls performance
* created a more competetive climatw in which schools see girls as desirbale recruits becuase they achieve better exam results
* results in boys been seen as 'liability students', obstacles to schools improving their legue table rankings. give school a rough and tough image detering high achieveing girls from applying
29
Jackson
* notes that the introduction of exam legaue tables, which place high value on academic achievement, has improved opportunites for girls: high achieveing girls are attractive to schools whereas low achieving boys are not
* tends to create a self- fullfilling prophecy as girls are more likely to be recruited by good schools and therefore more likleto do well
30
Slee
boys are less attractive to schools becuase they suffer from behavioural difficulties and are four times more likely to be excluded
