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Gender differences in achievement 3
Fichas del conjunto (31)
- 1External factors and girls' achievement-The influence of feminism
-Girls changing perceptions and ambitions
-Changes in the family
-Changes in women's employment - 2The influence of feminism-Impact on rights and opportunities
-Affect self-image and aspirations - 3Girls' changing perceptions and ambitions: -Sharpe -Francis -Beck and Beck- Gernshiem -FullerS- 1970s vs 1990s. Girls ambitions in the 70s was children in marriage and kids compared to 1990s where girls wanted a good career and to be independent.
F- High career ambitions so needed educational qualifications
B- independence is more valued than in the past. Career has become part of womens life plan
Fu- Girls aim for professional jobs to support themselves. - 4Changes in women's employmentChanges in law improving position of working women:
-The 1970 Equal pay act and the 1975 sex discrimination act give women more employment rights.
-Since 1975, the pay gap between men and women has almost halved. - 5Changes in the family-Increase in divorce rate- 40% of marriages end this way
-More lone parent families, over 90% of which females are headed
-More cohabitation and decrease in first marriages
-Smaller families and more women staying single - 6Internal factors and girls' achievementEqual opportunities policies
Role models
Coursework
Stereotypes in learning materials
Teacher attention
Selection and league tables
Identity, class and girls' achievement
'Successful' working class girls - 7Equal opportunity policiesGIST and WISE programmes to encourage girls into science and technology
The National Curriculum introduced in 1988 means that girls and boys mow largely study the same subjects. - 8Role modelsFemale teachers (pro-educational)
'feminises' the learning environment and encourages girls to see school as part of a female 'gender domain' - 9Coursework: Mitsos and BrowneGirls do better with coursework because they are more conscientious and better organised than boys. Girls mature earlier so can concentrate for longer.
- 10Teacher attention: French and French Francis SwannF&F- found that teachers pay more attention to boys when it comes to misbehaviour and punishment,
F- boys felt they were disciplined more harshly and felt teachers picked on them and had lower expectations of them.
S- boys dominate class discussions whereas girls prefer group work and were better and listening and cooperating. - 11Selection and league tablesGirls are more successful than boys, so they are more attractive to schools
Boys are lower achieving and more badly behaved schools see them as 'liability students'. - 12Identity, class and girls' achievement: ArcherHyper-hetresexual feminine identities
Boyfriends
Being - loud
Ladettes - 13'Successful' working-class girls-Disadvantaged by gender and class identities. WANTING TO GO TO UNI
- 14Boys' underachievementLiteracy
Globalisation and decline in traditional 'men's jobs'
Feminisation of schooling
Lack of male role models at home
'Laddish subcultures'
Policies to raise boys' achievement - 15Literacymums not reading to their suns because its seen as a feminine activity
Boys leisure activities don't encourage language and communication skills - 16Globalisation and decline of traditional 'men's jobs'Decline in male employment opportunities has led to male 'identity crisis', with a loss of motivation and self esteem
- 17Feminisation of schooling: Sewellintroduction of coursework and this disadvantages boys
1 in 6 primary school teachers are mean and over 60% of 8-11 year old have no lessons with a male teacher. - 18Lack of male role models at homeIncrease in lone parents households (1.5 million) boys lacking a positive male role model who goes out to work to support the family. Therefore see less value in employment and qualifications.
- 19'Laddish' subcultures: Francis and EpsteinF- boys more concerned with being labelled by peers as swots, threatens masculine identity.
E- pro-school working class boys were likely to be harassed and labelled as 'gay'. - 20Gender and subject choiceIn the National Curriculum- subjects are compulsory, some choice where boys and giros are very different.
In post-16 education- more available choice and the gender differences emerge
In vocational subjects- 1% of construction apprentices are female. - 21Explaining gender differences in subject choice-Early socialisation and gender domains
-Gendered subject images
-Gender identity and peer pressure
-Gendered career opportunities - 22Early socialisationSCHOOL
FAMILY
LEISURE READING AND SUBJECT CHOICE - 23Gender domains: Browne and RossActivities seen as male or female 'territory'. These are shaped by early experiences.
B and R found with the boats. - 24Gendered subject imagesEither seen male or female. Science and English
- 25Gender identity and peer pressureBoys don't do music because of negative responses from peers, girls who take a spot are labelled as a 'lesbian'.
- 26Gendered careersA carrer dominated by gender such as nursing with is seen as feminine and construction work that is seen ad masculine.
- 27Gender identity and schoolingConnell
Feminists
Lees
Mac and Ghaill - 28Teachers: Haywood and Mac and Ghaillmale teachers reinforced gender identities by telling boys off for behaving like girls and ignoring boys verbal abuse of girls.
- 29The male gazea from of social control where male pupils and teachers look girls up and down as sexual objects. Boys who don't participated are labelled as 'Gay'
- 30Double standards: LeesSet of moral standards is applied to one group but not another group. Boys boast about their sexual exploits, but label girls' negatively for the same behaviour.
- 31Female peer groups: policing identity: Archer and Ringroseworking class girls gain symbolic capital by performing a hyper-hetresexual identity. If not followed they will be seen as a 'tramp'.
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- AS level Sociology Fichas sobre Gender differences in achievement 3, creado por Nick Drewe el 12/06/2017.
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- Nick Drewe
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