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Gender differences in edu
- The gender gap-From starting
school girls do consistantly better
- External factors
- Feminists have raised womens
expectations+self-esteem
- McRobbie compared girls magazines-1970
-emphasised getting married whereas now
they contain independant assertive women
- McRobbie compared girls magazines-1970
-emphasised getting married whereas now
they contain independant assertive women
- Changes in family (more divorce+
lone parent families)Eg more women
need to take breadwinner role
- Changes in womens employment-girls
encouraged toward paid work Better
opportunities and pay offer incentive
- Evidence for girls' changing ambitions (Sharpe)
- 1970-girls had low aspirations Acting
intelligent=unattractive Prioritites
-marriage husband children
- 1990-priorities-careers+
supporting themselves More likely
to see themselves as independant
- 1970-girls had low aspirations Acting
intelligent=unattractive Prioritites
-marriage husband children
- Feminists have raised womens
expectations+self-esteem
- Internal factors
- Equal opportunities policies-teachers aware to avoid
stereotyping GIST WISE encourage non-traditional
careers National curriculum-study same subjects
- Positive role models in school
(female (head)teachers)
- GCSE+coursework-favor girls-Spend more time Care about presentation Better
with deadlines Bring right equipment Due to early gender role socialisation
- (French)teacher attention-more with boys (Swann+Graddol) boys; dominant
+disruptive=more opportunity to speak Teachers respond +vely to girls
- Removal of gender stereotype from learning material-removed a barrier
- Marketisation=girls more desirable=self-fulfilling prophecy
(Boys more likely to suffer from behavioural difficulties)
- 2 views of girls acheivement
- Liberal feminists-celebrate progress Further progress due to equal
opportunities, +ive role models + overcoming sexist attitudes
- Radical feminists-system remains patriarchal
(Sexual harassment Edu limits subject choice Male
head teachers more likely in secondary school)
- Liberal feminists-celebrate progress Further progress due to equal
opportunities, +ive role models + overcoming sexist attitudes
- Boys + acheivement
- Boys have poorer literacy+language
skills due to parents reading less to
them+boys leisure persuits
- Less heavy industries(mining, etc)=decline of 'mens jobs'
=identity crisis for men-undermines motivation+self-esteem
- Feminisation of edu-schools don't
nurture masculine traits Eg coursework
- Less male primary school
teachers-less role models
- WC-masculinity=manual work Non-manual work
=effeminate+inferior Francis-laddish culture spreading
as girls move into traditionally masculine areas
- Boys have poorer literacy+language
skills due to parents reading less to
them+boys leisure persuits
- Boys are not a lost cause Class gap greater than
gender gap=b+g of same class=similar results
Influence of gender varies Interaction effect,
- Equal opportunities policies-teachers aware to avoid
stereotyping GIST WISE encourage non-traditional
careers National curriculum-study same subjects
- Subject choice + gender identity
- 'gender routes' G+B always choose different
subjects Eg Boys-math+physics Girls-soc
- Explanations of gender differences in subject choice
- Early socialisation-G+B learn the behaviour
expected of them G+B are dressed differently, given
different toys+encouraged in different activities
- Parents reward B when active+G when
passive Teachers expect B to be tough+show
initiative while G-expected to be helpful+tidy
- =develop differently in reading
tastes-G-fiction/B-non-fiction=different subjects
- =develop differently in reading
tastes-G-fiction/B-non-fiction=different subjects
- Parents reward B when active+G when
passive Teachers expect B to be tough+show
initiative while G-expected to be helpful+tidy
- Gender domains-tasks/activities that are seen
as female/male-children more confident in there
domain G+B also interpret tasks differently
- B+G pay attention to different detail G-focus
more on how people feel B-focus more on how
things are made (G-humanities+art B-science)
- B+G pay attention to different detail G-focus
more on how people feel B-focus more on how
things are made (G-humanities+art B-science)
- Science seen as boys subject because science
teachers more likely to be male+examples used
involve boys interest+boys dominate in practicals
- DfES-pupils who attend a single sex school tend to hold less
stereotyped subject images=less traditional subject choices
- DfES-pupils who attend a single sex school tend to hold less
stereotyped subject images=less traditional subject choices
- Peer pressure Eg boys tend to opt out of
music/dance because they are out of their gender
domain=attract -ive response of peers+vice versa
- 'Sex typed' jobs Womens often similar to housewife
- Early socialisation-G+B learn the behaviour
expected of them G+B are dressed differently, given
different toys+encouraged in different activities
- Explanations of gender differences in subject choice
- Gender identity
- Verbal abuse-1 way that dominant gender+sexual
identities are reinforced Eg girls called slags
- Macho lads are dismissive of MC boys who work hard
- Male teachers tease boys when they get lower marks
than girls+they ignore boys verbal abuse of girls+they
may also be protective of female teachers
- The male gaze-femininity devalued, dominance
reinforced+ way to prove masculinity
- Double standards-boys boast about
their sexual exploits but a girl...
- Verbal abuse-1 way that dominant gender+sexual
identities are reinforced Eg girls called slags
- 'gender routes' G+B always choose different
subjects Eg Boys-math+physics Girls-soc
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