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GENDER + EDUCATION (Gender gap (Internal Factors (GCSE and Coursework…

- - - - The idea that boys and girls are entitles to the same opportunities is now part of mainstream thinking and it influences educational policies.
      - GIST (Girls into Science and Technology) and
        WISE (Women into Science and Engineering)
        
        Female scientists visited schools, raise science teachers awareness of gender issues, non-sexist careers advice provided, and learning materials reflecting girls interests.
      - Jo Boaler - Is the key reason for changes in girls' achievement:
        Many barriers removed, school more meritocratic (girls work harder to achieve more.
    - - Increase in proportion of female teachers and heads. They are role models for the girls.
      - Women teachers are more likely to be important role models, since to become a teacher, one must undertake length and successful education.
    - - Stephen Gorard - Gender gap constant 1975 - 1989, then increased sharply when GCSE were added (coursework)
        Gender gap is a "product of the changed system of assessment rather than any more general failing of boys"
      - Mitsos and Browne - Support Gorard. Girls more successful coursework since they are more conscientious and organised:
        
        Spend more time on work
        
        More care on presentation
        
        Meet deadlines better
        
        Bring correct equipment
      - Use of oral exams - girls generally better developed language skills
      - Result of gender role socialization - Girls encouraged to be neat, tidy, patient. These are advantages over boys.
      - But Elwood - Coursework has some influence but is unlikely to be only cause, because exams have more influence on final grades.
    - - Jane & Peter French - Boys recieved more attention because they had more reprimands,
        Francis - Also found boys got more attention and were disciplined harshly, felt picked on, tend to lower expectations
      - Swann - Boys dominate whole class discussion, girls better at listening and cooperating (pair/group work) is more civil and not with hostile interruptions of boys' speech
    - - The removal of gender stereotypes from learning materials has removed barrier to girls achievement.
        
        Research in 70's & 80's - Women portrayed as housewives and mothers, physics books they were frightened, maths books boys more inventive.
      - Gaby Weiner - Since 80's, teachers challenged stereotypes. Sexist images removed = help raise girls' achievement by presenting more positive images of women.
    - - Marketisation has made schools see girls as more desirable recruits (as they do better)
      - Jackson - League tables imrpoved opportunities for girls:
        High achieving girls = attractive to schools
        Low achieving boys = not attractive
        Creates self fulfilling prophecy
      - Slee - Boys less attractive to schools; more likely to suffer behavioural difficulties, 4 times more likely to be exluded.
      - Boys are liability students. So schools go for girls instead.
    - - Liberal Feminists - Celebrate progress made. Further progress will be made by developing equal opportunities, positive role models, overcoming sexists stereotypes.
        Similar to functionalist - education is meritocratic
      - Radical Feminists - More critical. Emphasis that system is patriarchal (male dominated). For example:
        
        Sexual harrassment of girls continues in schools
        
        Education still limits girls subject choices/career
        
        For female teachers but male teachers more likely to be head s of secondary schools
        
        Women under-represented in areas of curriculum. Contribution to history is largely ignored. Weiner - secondary school history curriculum is a 'women-free zone'
  - - - Feminism has raised women's expectations and self-esteem.
      - Changes are reflected in media images and message
        
        Example = Angela McRobbie's study of girls' magazines. In the 1970s they emphasized: getting married and not being 'left on the shelf'
        But nowadays = Images of assertive/independent women
    - - Sue Sharpe - Major shift in way girls see their future
        
        1974 - Girls had low aspirations; edu success = unfeminine (ambitious would be unattractive) Gave priorities as:
        Love, marriage, husbands, children, jobs and careers
        
        1990S - Diff order of priorities: careers and supporting selves
        Girls more likely to see future as independent with career
      - O'Connor - Study of 14- 17 year old found marriage/children not part of life plan
      - Beck and Beck-Gernsheim - Link trend to individualization in modern society. (Independence is valued)
        A career is part of a woman's life project = it promises recognition and economic self--sufficiency
    - - 1970 Equal Pay Act - Illegal to pay women less than men for equal work value
      - 1975 Sex Discrimination Act - Outlaws discrimination at work
      - 1975 - The pay gap halved from 30% to 15%
      - Proportion of women has risen - 53% in 1971 to 67% in 2013
      - Some women are breaking 'glass ceiling' the thing that keeps them from high level jobs
      - Changes have encouraged girls to see future in work (not housewife) Greater career opportunities and better pay, and role models, provide intensive for girls to gain qualifications
    - - Increase in divorce
        
        Increase in cohabitation and decrease in no. of first marriages
        
        Increase in no. of lone-parent families
        
        Smaller families
      - Female-headed lone-parent families may mean more women take on breadwinner role. New adult role model for girls.
        
        New adult role model for girls - The financially independent woman.
        
        To to this, women need; Well paid jobs / good qualifications
      - Divorce rate, may suggest it is unwise to rely on husband as provider.
        
        May encourage girls to look to themselves to make living