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GENDER AND EDUCATION - external and internal factors - Coggle Diagram
GENDER AND EDUCATION - external and internal factors
THE GENDER DIFFERENCE
baseline assessments: girls are 7-17 percentage points better than boys
key stages 1-3: girls do better particularly in English, less so in maths and science
a level: gap is lower but still exists, even in male dominated subjects
GCSE: 10% points difference
EXTERNAL FACTORS
THE IMPACT OF FEMINISM
feminism has challenged traditional stereotypes of the expressive role which raises women's self-esteem and expectations
McRobbie
this is reflected in the media - magazines in the 1970s focused on women as housewives not getting 'left on the shelf', now women are portrayed as independent and assertive
CHANGES IN THE FAMILY
family diversity has changed girls attitudes towards education
women need to take on the breadwinner role = more female role models
girls are encouraged to get a well paid job and provide for themselves
CHANGES IN EMPLOYMENT
equal pay act, sex discrimination act
more women breaking through the glass-ceiling
GIRL'S CHANGING AMBITIONS
Sharpe
in 1974 girls has low aspirations - viewed education as unfeminine and being ambitious was unattractice
value love, marriage and husbands
1990s girls priorities were having a career and looking after themselves
INTERNAL FACTORS
EQUAL OPPORTUNITIES POLICY
Gist
and
Wise
encourage women to pursue careers in non-traditional areas
non-sexist careers advice
national curriculum ensures boys and girls study th same subjects
POSITIVE ROLE MODELS
female teachers can be role models as they have undergone lengthy training and has educational success
more women as head teachers
GCSE AND COURSEWORK
Gorad
the way pupils are assessed favours girls and disadvantages girls rather than boys failing
girls do better at coursework because they are more conscientious, organised, spend more time on work, take care over presentation, meet deadlines
oral exams benefit girls -> more developed language skills
TEACHER ATTENTION
boys get more attention and are reprimanded more than girls
teachers have lower expectations of boys and discipline more harshly
CHALLENGING STEREOTYPES IN THE CURRICULUM
removal of gender stereotypes from textbooks, reading schemes
women used to be portrayed as housewives, mothers and scared of science
SELECTION AND LEAGUE TABLES
girls are more likely to be recruited by good schools as they are higher achievers
boys are seen as 'liability students' as they are disruptive and more likely to suffer from behaviour problems
radical feminist VS liberal
SYMBOLIC CAPITAL
Archer
girls from WC families do worse in education than MC
symbolic status
= status, recognition and self-worth received from others which conflicts with the school values
symbolic violence
= the school defining C culture as worthless, denying them mainstream symbolic capital
hyper-heterosexual feminine identities
= time, effort and money spent to look 'glamourous' and desirable - punished in school for having the wrong uniform
boyfriends
= having a bf borough symbolic capital but conflicts with school and aspirations - get pregnant and drop out
being loud
= outspoken, independent and assertive - questioning teachers
WC girls face a dilemma with symbolic capital VS education capital - present themselves as 'good underneath'
BOYS AND ACHIEVEMENT
LITERACY
, DCSF
gender gap is a result of poor literacy and language skills
mothers spend less time reading to sons
leisure pursuits - girls have a 'bedroom culture', boys don't develop language skills
GLOBALISATION AND DECLINE IN TRADITIONAL MALE'S JOBS
Mitsos and Brown
- decline in males jobs = crisis of masculinity
boys now have little prospect of a job so lose motivation
FEMINISATION OF EDUCATION
Sewell
- schools don't nurture 'masculine' traits e.g. competitiveness and leadership
'boys have been thrown out with the bath water'
SHORTAGE OF MALE PRIMARY SCHOOL TEACHERS
14% of primary school teachers are male
42% of boys work harder with a male teacher and behave better
39% have no male teacvher
Read
- female teachers adopt 'masculine' discourse in the classroom to control boys
the structure of primary schools in male - 1 in 4 chance of males gaining headship
LADDISH SUBCULTURES
Epstein
- WC boys are labelled and harassed, labelled as sissies, gay if they work hard
WC males - tough, manual, non-skilled work
SUBJECT CHOICE
the national curriculum ensures boys and girls take the same subjects but when they can choose, they chose differently
GENDER ROLE SOCIALISATION
boys and girls are given different toys and expected to behave differently from an early age
teachers encourage different behaviour
as a result, boys read hobby books and girls read stories
children become confident at subjects that are within their 'gender domain'
GENDERED SUBJECT IMAGES
how the subject is presented effects who chooses it (science teachers are male -> textbooks draw on boys interests -> boys dominate the lab -> working with machines
in single sex schools this happens less
GENDER IDENTITY AND PEER PRESSURE
peer groups police subject choice
pupils do not select subjects outside of their gender domain for fear of ridicule
females labelled as 'butch lesbians' for doing sport
GENDERED CAREER OPPORTUNITIES
employment is 'sex-typed' as male or female - this is evident with vocationalc choice
PUPILS' SEXUAL AND GENDER IDENTITIES
school experiences create pupils sexual and gender identities through '
hegemonic masculinity
the dominance of heterosexual masculine identity and subordination of female and gay identities
DOUBLE STANDARDS
moral standards apply to only one group
boys boast about sexual exploits and girls get called 'slags' if they don't have a boyfriend or dress and speak in a certain way
VERBAL ABUSE
dominant identities are reinforced through name calling
'slags' if they appear sexual and 'drags' if they dont
boys who are friendly with girls are labelled as 'gay', 'queer'
THE MALE GAZE
-
Laura mulvey
the way in which male teachers and pupils look girls up and down, seeing them as sexual objects
reinforces masculinity and devalues femininity
FEMALE PEER GROUPS
girls need to be viewed as loyal friends whilst having relationships
they risk being slut shamed and excluded from their friendship group or being 'frigid shamed'
different forms of shaming, police identities
TEACHERS AND DISCIPLINE
male teachers tell boys off for behaving like girls and tease them for getting lower marks than the girls
male teachers showing a protective attitude towards female teachers = women cannot cope