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Gender + Education (Boys + achievement TARA (Feminisation of education…

- - - - -Thus as currie et al argued, whilst boy relationships can confer symbolic capital, this is a risky game because girls are forced to balance between two identities...
        
        girls who are too competitive risk 'slut shamming' and being excluded from the group
        
        girls who don't compete and face 'frigid shamming'
      - -A 'boffin identity' girls who want to be successful may feel the need to conform to the schools notion of the ideal feminine pupil identity
        
        As Reay found this involved girls acting asexual and showing no interest in boys or popular fashion
- - - - the process of learning the behaviour expected of each gender in society
        
        (Fiona Norman) early socialisation can affect this as from a young age girls and boys are dressed differently, given different toys and take part in different activities
        
        (Eileen Byrne) shows how school can affect this as they teach boys to be tough and show initiative and girls are expected to be quiet, clean and tidy
        
        As a result of this Patricia Murphy and Jannette Elwood show how these lead to different subject choices.
    - - -Naima Browne and Carol Ross believe that gender domain ideas stem from early experiences
        -children are more confident in tasks which they seem as part of their gender domain. For example girls would feel more comfortable doing a question on nutrition where boys would prefer cars for example.
        -Patricia Murphy found that they each pay attention to different details for example girls more how people feel and boys with how things are made.
    - - the gender image of a subject will affect who decides to take it, for example kelly argues that sciences are seen as a boys subject because
        
        science teachers are more likely to be male
        
        examples used are drawn towards boys interests
        
        boys dominate science apparatus in lessons
    - - pupils who attend single sex schools hold less stereotyped subject images --Diana Leonard found that more girls in single sex schools took maths and sciences and boys in all boys schools were more likely to take english and languages.
    - - -subject choice can be influenced by peer pressure
    - - difference in subject choices is partially due to the fact that employment is highly gendered.
        -for example women jobs involve work similar to that performed by housewives and women's employment falls into only 4 categories: clerical, secretarial, personal services and cleaning.
    - - w/c pupils especially make decisions about vocational courses based on gender identity
        
        for example most w/c girls go into jobs such as child care or hair and beauty (Carol Fuller)
        
        these ambitions may rise from work experience placements that are usually gendered and classed.
        
        they found that 'promiscuity' in girls attracts negative labels
- - - - Feminism - Social movement that strives for equal rights for women in all areas
        
        Feminism movement - challenged the stereo type of a women's role as solely that of a mother/house wife in a patriarchal nuclear fam and inferior to men outside of home in edu, work, law.
        
        Feminism - raised women's expectations and self-esteem. This is reflected in the changes in media - McRobbie's study of girls' magazines: 1970s importance of getting married, nowadays contain images of assertive, independent women
    - - there have been major changes since 1970s these include: increase in divorce, increase in cohabitation and decrease in number of first marriages , increase in number of lone parent families and smaller families
    - - 1974 - girls had low aspirations; they believed educational success was unfeminine and that appearing to be ambitious would be considered unattractive. They gave their priorities as 'love, marriage, children, jobs and careers, more or less in that order'
        
        O'Connor study 14-17 year old found that marriage and children were not a major part of their life plans
        
        By the 1990's girls' ambitions had changed and they had a different order of priorities - careers and being able to support themselves.
    - - some women are now breaking through the 'glass exiling' - the invisible barrier that keeps them out of high level professional and managerial jobs
        
        1970 equal pay act, 1975 Sex Discrimination Act
        
        since 1975, the pay gap between men and women has halved from 30% to 15%
        
        The proportion of women in employment has risen from 53% in 1971 to 67% in 2013. The growth of the service sector and flexible part- time work has offered opportunities for women.
  - - - The belief of equal opportunity is now part of the mainstream thinking + influences edu policies.
        1) GIST (Girls into science and tech) + WISE (Women into science and engineering) - encourage girls to pursue careers in these non-traditional area.
        2) non-sexist career advisors in place
        3)Learning material in science reflecting girls' interest has been developed
        4) National curriculum 1988 made girls and boys study most the same subjects
        Boaler - equal opportunity policies = changes in girls achievement
        Many barriers removed + schools become more meritocratic.
    - - Women Teachers are likely to be particularly important role models as far as girls' educational achievement is concerned since, to become a teacher, the individual must undertake a lengthy and successful education herself.
        
        There has been an increase in the proportion of female teachers and heads. The women in senior positions may at as role models for girls, showing them women can achieve positions of importance and giving them non-traditional goals to aim for.
    - - Some sociologists argue that changes in the way pupils are assessed have favoured girls and disadvantaged boys.
        
        Eirene Mitos and Ken Browne, support this view. They conclude that girls are more successful in coursework because they are more conscientious and better organised than boys
      - Girls:
        
        bring the right equipment and materials to lessons
        
        are better at meeting deadlines
        
        Spend more time on their work
        
        take more care with the way it is presented
    - - Teachers interact with boys and girls differently. This was studied by Jane and Peter french who found that boys received more attention in class because they caused more trouble, Becky Francis also found that even though boys got more attention they will still disciplined more harshly.
    - - Marketisation policies = competitive climate in which schools see girls as desirable recruits as they achieve better exam results.
        
        Jackson - exam league tables have improved opportunities for girls: high achieving girls = attractive, low achieving boys not.
        This creates self-fulfilling prophecy - girls more likely to be recruited by good schools, they are more likely to do well.
        
        Slee - boys are less attractive to schools as they are more likely to suffer from behavioural difficulties
        Thus boys = 'liability students" - obstacles for the school improving league table scores.
    - - Some argue that the removal of gender stereotypes from text books etc in recent years has partially removed the barrier. Gaby Weiner argues that teachers now argue against stereotypical subjects and ideals of gender and such sexist material is now removed from materials to enforce a more positive out look on education for girls
  - - - (ARCHER) uses the concept of symbolic capital (recognition and sense of worth that we are able to obtain from others) to understand the conflict.
        
        (belief by LOUISE ARCHER) - reason for differences in achievement is the conflict between WC girls' feminine identities and the values and ethos of the school.
        
        found that girls gained symbolic capital from their peers because of their WC feminine identities- this negatively benefited them in school as they lacked educational and economic capital
        
        in order to gain this symbolic capital they were: loud,, having a boyfriend and having a hyper-heterosexual feminine identity
    - - lowered schoolwork and girls' aspirations - losing interest of going to uni, studying masculine subjects and gaining a professional career.