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Internal Factors, Gender Differences in Achievement
Descripción
AS Levels Sociology Mapa Mental sobre Internal Factors, Gender Differences in Achievement, creado por MeganAbigail el 28/04/2013.
Sin etiquetas
sociology
sociology
as levels
Mapa Mental por
MeganAbigail
, actualizado hace más de 1 año
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Creado por
MeganAbigail
hace más de 11 años
991
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Resumen del Recurso
Internal Factors, Gender Differences in Achievement
Equal Oppertunities Policies
GIST
Encouraged girls to pursue non traditional careers.
National Curriculum made both sexes study the same things
Kelly
Making science compulsory core education helps equalize opportunities
Boaler
Equal opportunities have removed many barriers for girls so girls who work hard achieve more
Positive role models
Increase in the number of women teachers. These women in positions of authority can act as role models for girls
Has been argued that primary schools have become feminised and this may influence how much girls see schools as their territory
GCSE and Coursework
Goard
1988-9 when it increased sharply (gender achievement gap) as GCSE was introduced as was coursework
GCSE's have also introduced oral assessments which girls are likely to do better in due to their better developed language skills
Elwood
Coursework is not the main influence of girls doing better as exams influence final grades more than coursework does
Teacher Attention
Swann and Graddol
Boys tend to get more teacher attention so they speak more but girls get more positive attention as it is work based rather than behaviour based
Swann
boys dominate whole class discussion girls prefer pair/group work and are better at listening and co operating
Challenging Stereotypes in the Curriculum
Removal of stereotypes from textbooks, reading materials has removed the barrier in girls achievement
Weiner
Since the 80's teachers have challenged stereotypes
Selection and league tables
Jackson
High achieving girls are attractive to schools where low achieving boys are not. Creates SFP.
Slee
Boys are unattractive as they are more likely to suffer from behaviour difficulties and are 4x more likely to be excluded
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