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EDUCATION SOC PAPER 1 :star: - Coggle Diagram
EDUCATION SOC PAPER 1
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Girls external factors
McRobbie
- studied girls magazines and found that in the 1970s, they emphasised the importance of getting married. However, nowadays, they contain images of strong, assertive, and independent women. Feminists have campaigned for women's rights and changes in the law (eg. equal rights)
Changes in the law have improved the position of working women, for example the
Equal Pay Act (1970) and the Sex Discrimination Act (1975).
Sharpe
- interviewed girls and found that their ambitions in the 1970s were to marry and have children, and saw their future in terms of a domestic role. However, in the 1990s, the girls priorities had changed to careers and wanting to be independent.
Girls internal factors
GCSE and coursework
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Mitos and Brown
found that girls do better than boys in coursework because they are more conscientious and better organised.
Gorad
found that the gender gap in achievement increased sharply when GCSE was introduced in 1988.
Equal opportunities policy
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GIST and WISE
programmes to encourage girls into science and technology
National curriculum
- girls and boys largely study the same subjects (eg. by making science compulsory).
Role models
- There are more female teachers, which feminises the learning environment and encourages girls to see school as part of a ‘female gender domain’.
selection and league tables
- Marketisation policies have led to increased competition between schools. Schools therefore have the incentive to recruit more able students. Girls are generally more successful than boys, so are more attractive to schools
Boys external factors
Parents spend less time reading to sons because it is seen as a 'feminine' activity
boys leisure interests do not encourage language and communication skills, whereas gitls ‘bedroom culture’ does.
Decline in manual labour
- Globalisation had led to the decline in heavy industries
Boys internal factors
Boys fall behind because education has been ‘feminised’, meaning schools no longer nurture masculine traits
Lack of male primary school teachers - only 1 in 6 primary school teachers are male
Laddish subcultures
- There is peer-pressure on boys to demonstrate their masculinity by being ‘anti-school’.