2470632
Description
Mind Map by awkwardmisfit, updated more than 1 year ago
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Created by awkwardmisfit
almost 11 years ago
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Gender & Educational Achievement
- Social Control Differences
- Teachers are not as critical with boys as they are with girls.
Teachers have low expectations of boys. Some other
research suggests that boys are less positively influenced
than girls or even turned off by primary school
environment. This is because primary school is female
dominated and may have an effect in neatness and tidiness.
- Teachers are not as critical with boys as they are with girls.
Teachers have low expectations of boys. Some other
research suggests that boys are less positively influenced
than girls or even turned off by primary school
environment. This is because primary school is female
dominated and may have an effect in neatness and tidiness.
- Unrealistic Attitudes
- Boys are overly confident about what they can do and
what they need to get academic success. If they fail they
believe its bad luck, not their fault. Unrealistic ambitions
that require no academic success e..g footballs. Whereas
girls are more realistic. Study by Francis (2000) boys are
no longer considered better than girls.
- Boys are overly confident about what they can do and
what they need to get academic success. If they fail they
believe its bad luck, not their fault. Unrealistic ambitions
that require no academic success e..g footballs. Whereas
girls are more realistic. Study by Francis (2000) boys are
no longer considered better than girls.
- Changes in Job Market
- Sociologists suggests that working class boys experience a crisis
of masculinity. Males are seen to have the future as a
'breadwinner' but is not likely due to decline of manufacturing
industry. The rise of long-term unemployment traditional
masculine roles are under threat because more jobs are suited
for women. They don't see any point in working hard in school,
so they seek other ways in finding their masculinity.
- Sociologists suggests that working class boys experience a crisis
of masculinity. Males are seen to have the future as a
'breadwinner' but is not likely due to decline of manufacturing
industry. The rise of long-term unemployment traditional
masculine roles are under threat because more jobs are suited
for women. They don't see any point in working hard in school,
so they seek other ways in finding their masculinity.
- Laddish Behaviour & Peer group status
- Peer group status - highlighted that the development of
antisocial subcultures is developed by some working class
boys who are in low sets. Boys were fatalistic in accepting
school failures therefore they developed anti-educational
coping strategies ( looking frustrated and pretending that
learning was not important) to gain a reputation amongst
their peers.
- Peer group status - highlighted that the development of
antisocial subcultures is developed by some working class
boys who are in low sets. Boys were fatalistic in accepting
school failures therefore they developed anti-educational
coping strategies ( looking frustrated and pretending that
learning was not important) to gain a reputation amongst
their peers.
- Reasons for girls achievements
- Behaviour - Girls work harder + more motivated than boys.
Girls spend longer on h/w, presentations + meet deadlines
more effectively. Boys think school work is only done in school
and see no use for it outside of school.
- Expectations of women - Sharpe: girls begin to prioritise
jobs, carrers + financial development. Francis + Skeleton
argues girls see careers - route to fulfilment before
marriage. Growth of female ambition and opportunity
shifts girls future plans.
- Organisation of Education - Argues structure of old exams
was high rise + suited for boys e.g. last min exam cramming.
Current set up of coursework requires sustained approach
more suited for girls. Recent changes reduction of
coursework = not shown decline in girls achievement.
- Feminist views - Work led to more equal opportunities in
schools and girl-friendly schooling has been introduced and
much sexist lang and imagery taken out of textbooks +
teaching. Feminist research supported teachers when
challenging sexist behaviour in classroom.
- Job market - Opportunities for women increased
significantly. Girls see their future full of choices with hope
to achieve financial development. 2006 3/4 women
employed
- Job market - Opportunities for women increased
significantly. Girls see their future full of choices with hope
to achieve financial development. 2006 3/4 women
employed
- Feminist views - Work led to more equal opportunities in
schools and girl-friendly schooling has been introduced and
much sexist lang and imagery taken out of textbooks +
teaching. Feminist research supported teachers when
challenging sexist behaviour in classroom.
- Better socialisation for school - Hannan 2000, Girls speak more
to each other than boys. School lends itself to this skill. Girls
more happy to ask for help than boys. Increase in comp games
at home reduce amount of discussion in home. Leave boys
behind in socialisation + lang development.
- Behaviour - Girls work harder + more motivated than boys.
Girls spend longer on h/w, presentations + meet deadlines
more effectively. Boys think school work is only done in school
and see no use for it outside of school.
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