Educational Achievement - 3.2 (Gender Differences)

Question 1

Explain Gender Patterns in Achievement between KS1-3

Answer 1

Girls constantly do better than boys, especially in English, but in Science and Maths the gap is lower.

Question 2

Explain Gender Patterns in Achievement at GCSE

Answer 2

Girls are 10% ahead

Question 3

Explain Gender Patterns in Achievement at AS/A Leve;

Answer 3

> Girls more likely to get top grades.

> Girls even do better in traditional boys subjects e.g. Physics and Maths

> More girls than boys go on to HE.

Question 4

Explain Gender Patterns in Achievement at Vocational Courses

Answer 4

More Girls achieve distinctions, incl. in engineering and construction, where there’s small girl population

Question 5

External Factors on Gender Differences in Achievement

Answer 5

> Impact of Feminism
Changes in the Family
Changes in Women’s Employment
Changing Ambitions

Question 6

Ext Factors Girls Theorists

Answer 6

> McRobbie (Impact of Feminism)

> Mitsos and Browne (Changes in Women’s Employment)

> Sharpe (Interviews 70’s and 90’s) - Girls Changing Ambitions

> O’Connor (Teen Girls on Marriage and Kids) - Girls Changing Ambitions

> Francis (Girls Aspirations) - Girls Changing Ambitions

> Beck and Beck-Gernsheim (Individualisation) - Girls Changing Ambitions

Question 7

What’s the impact of Feminism on Girls Education?

Answer 7

• Improved rights of women e.g. equal pay, outline rape in marriage etc, raising expectations, self-image & motivation of women.
• No longer strictly bound to domestic role.
• So more motivated to do well in Education.

Question 8

Explain McRobbie’s Study of Girls Magazines outlining the Impact of Feminism on Girls Education

Answer 8

• Study of girls’ magazines in 1970s emphasised importance of marriage and not being “left on the shelf”
• But today there are many images of independent women.

Question 9

Outline 3 Changes in the Family that have had an impact on Girls Education?

Answer 9

> Primary Socialisation
Increased Divorce Rates
More DEF and LPF headed by women

Question 10

Explain the impact of Primary Socialisation of Girls in the Family and it’s impact on their education?

Answer 10

• Traditional ‘Female’ socialisation e.g. bedroom culture more suited to education than ‘Male’ socialisation.
• Through bedroom culture girls pick up quiet, submissive attitudes favoured in school e.g. ideal pupil.

Question 11

Explain the impact of Increased Divorce Rates and it’s impact on their education?

Answer 11

• Show girls it’s unwise to rely on men for financial support, motivates them to well at school, so they can get good jobs and fund themselves.

Question 12

Explain the impact of More DEF and LPF and it’s impact on their education?

Answer 12

• Give girls image of strong independent role model and DEF raises girls aspirations.

Question 13

How do Feminists criticise the idea of Changes in the Family have an impact on Girls Achievement?

Answer 13

• Many still hold to traditional gender roles, where do triple shift.

Question 14

Outline how Changes in Employment have had an impact on Girl’s Achievement?

Answer 14

• Women’s employment risen est 1950, due to the expansion of service sector, est 1975 pay gap has been halved.
• So encourages girls to see future in paid wrk incentivising them to get qualifications.

Question 15

Explain Mitsos & Browne’s view on how Change in Employment has had an Impact on Girls Education?

Answer 15

• Growing Service Sector/ Economy created more ‘feminised’ career opportunities for women
• e.g. in Health Care, Hospitality, Teaching, Clerical, Childcare professions etc.
• So see their future as more > housewives having greater career aspirations and independence.

Question 16

How does the Idea of the Glass Ceiling undermine Impact of Changes on Employment on Girls’ Education

Answer 16

Invisible barrier keeps them out of professional/managerial jobs.

Question 17

Explain how Sue Sharpe’s Interviews between 70’s and 90’s show major shift in the way girls see their future in relation to Girls Changing Ambitions?

Answer 17

• 70s: Educational success was unfeminine being ambitious was unattractive.
• 90s: Girls’ ambitions changed, saw future as independent woman w/ career rather than dependent husbands.

Question 18

Explain how O’Connor’s findings outline a Change in Girl’s Ambitions?

Answer 18

Study of 14-17yr girls found marriage and kids weren’t a big part of their life plans.

Question 19

Explain how Francis’s findings outline a Change in Girl’s Ambitions?

Answer 19

Girls had high career aspirations, so need qualifications.

Question 20

Explain how Beck and Beck-Gernsheim’s Idea of Individualisation outline a Change in Girl’s Ambitions?

Answer 20

• Trend towards individualisation.
• Independence pivotal in modern society to get recognition and status.
• In order to be independent, girls see need for good education.
• A career is part of their life projects.

Question 21

A03 Criticisms of Ext Factors Girl Theorists

Answer 21

> Feminists (Changes in the Family)
Fuller & Reay (Girls Changing Ambitions)
Biggart (Girls Changing Ambitions)

Question 22

Explain how Fuller and Reay criticise the Idea of Change in Girls Ambitions?

Answer 22

• WC girls w/ poor jobs prospects have stereotypical desires for marriage + children wanting to stay local & leaving school
• Going in traditional women’s jobs e.g childcare etc.
• As it’s attainable and offers a desirable status.

Question 23

Explain how Biggart criticises the Idea of Change in Girls Ambitions?

Answer 23

• WC girls face insecure position in labour market and see motherhood as only option in their future, so see less point doing well at skl.

Question 24

Internal Factors explaining Gender Achievement in School

Answer 24

> EOP
> Role Models
> GCSE and Coursework
> Teacher Attention
> Challenging Stereotypes
> Selection & League Tables

Question 25

Explain Impact of Feminist Ideas on EOP's in relation to Internal Factors explaining Gender Achievement in Education?

Answer 25

- Feminist ideas now widespread in Education | - EOP’s promote gender equality, as policymakers believe B&G’s should have the same opportunities.

Question 26

Outline the 2 schemes introduced and their impact in relation to EOP's explaining Gender Achievement in School?

Answer 26

- Gov policies done this by introducing programs e.g. GIST & WISE - Female Scientists have visited schools, acting as role models, encouraging Girls into Sci and Tech.

Question 27

Outline the significance of National Curriculum being introduced in relation to EOP's explaining Girls' achievement in School?

Answer 27

National Curriculum levelled playing field as G&B’s have to study same subjects.

Question 28

Int Factor Theorists for Girls Achievement

Answer 28

> Boaler (EOP’s) > Gorard (Impact of Coursework) > Mitsos and Browne (Coursework) > Spender (Teacher Attention) > French & French (Teacher Attention) > Swann (Teacher Attention Impact on Girls) > Francis (Teacher Attention Impact on Boys) > Weiner (Removal of Gender Stereotypes) > Jackson & Slee (Intro of League Table and Impact on G&B’s

Question 29

Explain Boaler's view on Impact of EOP's explaining Girls' achievement in School?

Answer 29

- EOPs key reason for changes in Girls achievement | - Barriers removed, so skl’s meritocratic, girls who work harder than boys do better.

Question 30

Explain the influence of Positive Role Models in relation to Internal Factors explaining Girls' achievement in School?

Answer 30

- Increase in NO Female Teachers and Heads, acts as role models for girls - Motivating them to see they’re able to get positions of importance & power. - So Girls work harder to achieve educationally. - Presence of female teachers feminises learning environment, seeing skl as part of female gender domain, so see it as desirable female characteristic.

Question 31

Explain Gorard's View on GCSEs and Coursework in relation to Internal Factors explaining Girls' achievement in School?

Answer 31

- Achievement gap was constant from 1979 - 1989 but when coursework was introduced gap widened, as it was major part of most subjects. - So Boys underachievement cuz of intro of coursework, not general failing of boys.

Question 32

Explain Mitsos and Browne (M&B) View on GCSEs and Coursework in relation to Internal Factors explaining Girls' achievement in School?

Answer 32

- Girls more successful in coursework as they’re better organised, spend more time on work, meet deadlines and concerned with presentation than boys putting them at advantage. - Girls mature earlier and concentrate for longer. - Also, GCSE has more oral exams - better for girls as they’ve got better language skills, due to bedroom culture

Question 33

Explain Spender's View on Teachers Attention in relation to Internal Factors explaining Girls' achievement in School?

Answer 33

Teachers spend more time interacting with boys > girls. (Negative)

Question 34

Explain Jane and Peter View on Teachers Attention relation to Internal Factors explaining Girls' achievement in School?

Answer 34

- Boys do get more attention but it’s negative attention, as they attracted more cautions. - Boys tend to dominate in whole-class discussions, but girls are more democratic. - So teachers like girls more

Question 35

Explain Swann on Teachers Attention relation to Internal Factors explaining Girls' achievement in School?

Answer 35

- Boys dominate discussions, but girls prefer group work and better listening and cooperating, taking turns unlike boys. - Girls favoured by teachers, leading to SFP, promoting girls self esteem and achievement.

Question 36

Explain Francis's View on Teachers Attention relation to Internal Factors explaining Girls' achievement in School?

Answer 36

Boys got more attention, but disciplined harsher feeling picked on by teachers who had low expectations of them.

Question 37

In relation to Stereotypes within the Curriculum how were Girls portrayed in 70's and 80's and what was the effect?

Answer 37

> In ’70-’80s girls were portrayed as housewives & scared of science reinforced by textbooks putting girls off science and maths.

Question 38

Explain Weiner's Findings on the Impact of the Challenge of Stereotypes est the 80's in the Curriculum?

Answer 38

> Removal of gender stereotypes in learning materials, removed a barrier girls achievement. > From 80’s big change w/ teachers and textbooks challenging stereotypes. > Removing sexist images, presenting girls with more positive images of what they can do, thus raising their aspirations.

Question 39

Explain Jackson and Slee's findings on Selection and League Tables in relation to Internal Factors explaining Girls' achievement in School?

Answer 39

- Intro of league tables benefits girls as they achieve higher so more attractive to schools. - Boys achieve low and worse behaved, 4x more likely to be excluded, seen as liability students. - Who’ll give skl rough image, deterring high achieving girls applying. - So girls get places in popular school, creates SFP girls recruited better schools so will do better.

Question 40

A03 Evaluation of Girls Int Factor Theorists

Answer 40

> Elwood (Mitsos & Browne and Gorard) > Lib Fem > Rad Fem

Question 41

Criticisms of Coursework Disadvantaging Boys (Elwood)

Answer 41

Coursework does have influence but it’s not only factor as finals have more influence > Coursework on final grades.

Question 42

Explain the Liberal Feminist view on Girls achievement?

Answer 42

- Celebrate progress in improving achievement - Feel further progress will be made to develop EOP’s, encouraging positive role models, overcoming sexist attitudes/stereotypes.

Question 43

Explain the Rad Feminist view on Girls achievement?

Answer 43

- Critical view, see girls achieving more, but system is still patriarchal due to sexual harassment of girls. - Limits on girls' subject choice, male teachers more likely to become heads of skls. - Underrepresentation in many areas of curriculum - Weiner sees history as a 'woman-free zone'

Question 44

Why is it wrong to assume all Girls are successful?

Answer 44

> Social Class differences also play a factor. > Those on FSM had significantly lower achievement than those not on FSM

Question 45

Girls Identity and Class Theorists

Answer 45

> Archer (SC, HHFI, Boyfriends, Being Loud, WC Girls Dilemma) > Evans and Skeggs (Successful WC Girls)

Question 46

Outline Archer findings in his study of WC Girls in relation to SC?

Answer 46

> Found WC girls got SC from their peers, by adopting hyper-heterosexual feminine identities, having BF’s, and being loud. > Putting them in conflict with skl stopping them getting educational & economical capital, repeating the cycle.

Question 47

Outline Archer findings in his study of WC Girls in relation to HHFI?

Answer 47

> WC girls put lots of time, effort, money creating desirable identities w/ unisex sportswear,' sexy' clothes, make-up, hairstyles. > Getting SC from peers > Avoid being labelled a 'tramp' for wearing wrong brands.

Question 48

What did Archer find was School's Response to WC Girls adopting HHFI?

Answer 48

> Brought conflict w/ skl who saw girls' appearances as distraction from skl > Labelled them as incapable of academic success. > Thus skl commits SV, as it goes against skl’s ideal female pupil e.g. desexualised and MC.

Question 49

Outline Archer findings in his study of WC Girls in relation to Boyfriends?

Answer 49

> BF’s brought SC but distracted them from education. > Lowering Girls aspirations e.g. lost interest in uni and getting professional career. > Aspiried to settle down', have kids and work locally in WC jobs e.g. Childcare.

Question 50

Outline Archer findings in his study of WC Girls in relation to Being Loud?

Answer 50

> Gain SC, by having loud identities, outspoken, assertive, independent challenging teachers authority > Teacher view this as aggressive, leading to girls being removed from class, leading to poor results.

Question 51

What were Archers findings on WC Girls Dilemma? What 2 Options did they have?

Answer 51

WC girls faced dilemma of either: A: Gaining SC from peers, by performing HHFI B: Gaining SC from skl, rejecting HHFI, conforming to skl’s ideal Female pupil

Question 52

Why did Archer believe the 2 Options in relation to the WC Girls dilemma conflicted with each other?

Answer 52

Girls may see themselves as “good underneath” reflecting struggle to achieve self worth in system devaluing WC female identities.

Question 53

What did Evans and Skeggs find in relation to their Study of Successful WC Girls?

Answer 53

> Found even successful WC girls faced hidden barriers. > Felt their identity wouldn’t fit in with habitus of elite uni’s > They had strong attachment to WC locality and Family > Wanting to remain at home to study, an economic necessity.

Question 54

External Reasons Why Boys May Be Behind In Education

Answer 54

> Literacy Skills > Decline of Traditional Male Jobs > Over-Estimation of Ability

Question 55

Internal Reasons Why Boys May be Behind in Education

Answer 55

> Feminisation of Education > Shortage of Male Teachers > Laddish Subcultures

Question 56

Ext Boys Factors Theorists

Answer 56

> DCSF (Literacy Skills) > Mitsos & Browne (Decline of Traditional Men’s Jobs) > Barber (Over-Estimation of Ability)

Question 57

What were DCSF findings on Boys Poor Literacy and Language Skills in relation to External Factors?

Answer 57

> Parents spend less time reading to boys > Mainly mums mothers who read to kids, so seen as feminine activity > Boys interests e.g. football and video games, doesn’t help their language skills. > Girls have Bedroom Culture, increasing their vocab. > As literacy is important in all subjects, it severely impacts boys achievement.

Question 58

Mitsos and Browne's findings in relation to Globalisation of Decline of Traditional Men’s Jobs in relation to External Factors?

Answer 58

> Decline in heavy industries e.g. iron & steel, engineering etc, relocated to other countries. - Decline in male employment opportunities, led to ‘identity crisis’ - Boys believe they won’t get ‘proper job’= low self-esteem and motivation to do well.

Question 59

Criticisms of Mitsos & Browne

Answer 59

- Decline largely in manual WC jobs needing few qualifications. - Unlikely their disappearance will impact boys motivation to get qualifications.

Question 60

What are Sewell's findings on the Feminisation of Education in relation to Internal Factors?

Answer 60

> Boys underachieve as schools become feminised. > Skls don’t nurture masculine traits e.g. competitiveness and leadership > Skls celebrate qualities e.g. attentiveness & methodical working, associated with girls. > Coursework should be replaced w/ exams, w/ outdoor activity in the curriculum. > As Boys become ‘bored’ with school

Question 61

Explain the Shortage of Male Primary School Teachers in relation to Internal Factors

Answer 61

> Loads of boys brought up in Female Headed LPF. > Teaching seen as feminine, skl’s lack male role models. > Only 14% of Primary Teachers are men. > Too many women who can’t control boys > So boys see learning as ‘girlie’ boys and not worth their time. > Men better able to impose strict disciplinarian discourse boys need to concentrate.

Question 62

A03 Criticisms of Boys Int Factors Theorists

Answer 62

> Francis (Gender don’t matter) | > Read (LD vs DD)

Question 63

What were Francis's findings on the idea of Shortage of Male Teachers?

Answer 63

Many 7-8 yr olds thought gender of teachers doesn't matter.

Question 64

What were B.Read findings on 2 type of language Teachers use to express criticism of disapproval of pupils work and behaviour

Answer 64

- Disciplinarian Discourse (DD) (Masculinity) | - Liberal Discourse (DD) (Femininity)

Question 65

Define Disciplinarian Discourse (DD) (Masculinity)

Answer 65

Authority made explicit e.g. through shouting, an exasperated tone of voice or sarcasm

Question 66

Define Liberal Discourse (DD) (Femininity)

Answer 66

Authorities invisible, speaks to kid as if they were adult expecting them to be kind and respectful of them.

Question 67

How does Read criticises the idea that Female Teachers can't control children, so more Male Teachers are needed?

Answer 67

- But Read found female teachers use DD, disproves idea women can’t control children. > But is it as effective as when men use it?

Question 68

Explain Laddish Subcultures in relation to Internal Factors

Answer 68

- Pressure on boys to demonstrate their masculinity, by being ASS, to gain SC by peers - Leading to exclusion and underachievement. - Doing well at skl or asking for help leads to bullying and belief they’re weak.

Question 69

Explain Epstein's view on how masculinity is constructed in school, in relation to Laddish Subcultures?

Answer 69

PSS WC boys likely to be harassed, labelled as ‘’sissies’’ and called gay.

Question 70

Explain Francis's findings on Boys being concerned with Labelling in relation to Laddish Subcultures?

Answer 70

- Boys more worried than girls about labelling as it threatens their masculinity more than it does to girls femininity. - WC culture sees skl work as inferior and not manly, so avoid doing well so they’re not called gay.

Question 71

Explain Barber Idea of Overestimation in relation to External Factors

Answer 71

- Boys feel they’re more capable, then they actually are. - Runs through to GCSE’s when they fail to do as good as they thought, blaming everyone else but themselves. - Overconfidence results for patriarchal society, where men assumes they’ll always succeed over girls. - Leading to complacency and failure.

Question 72

Outline 4 Policies Gov introduced to Raise Boys Achievement

Answer 72

> Recruitment of Male Teachers > Dads & Sons Campaign > RBA > Playing 4 Success

Question 73

Explain Recruitment of Male Teachers in relation to Policies Gov introduced to Raise Boys Achievement

Answer 73

- Recuitements events across Uni’s in the UK, targeted at male students in STEM subjects.

Question 74

Explain the Dads & Sons Campaign in relation to Policies Gov introduced to Raise Boys Achievement

Answer 74

- Encouraging Fathers to be more involved in sons education.

Question 75

Explain RBA in relation to Policies Gov introduced to Raise Boys Achievement

Answer 75

- Use range of strategies, incl. Single Sex Teaching.

Question 76

Explain Playing 4 Success in relation to Policies Gov introduced to Raise Boys Achievement

Answer 76

- Uses football to boost learning skills and motivation of boys.

Question 77

Why do Critics of Feminism say policies to promote Girls education not needed anymore?

Answer 77

Girls have it all, taking men’s jobs and succeeding at our expense.

Question 78

A03 Criticisms on Panic about Boys Failure

Answer 78

> Ringrose (Moral Panic about Boys) > Osler (Moral Panic about Boys and Neglect of Girls) > McVeigh (Gender not as big as Class or Ethnicity?)

Question 79

Explain Ringrose view on Moral Panic about Boys

Answer 79

> Moral panic about failing boys, led to neglect of problems e.g. sexual harrasment and bullying, self esteem and stereotypes. > Focusing just on falling boys ignores BAME. > Reflects fear underachieving WC boys will become dangerous, unemployable underclass threatening social stability

Question 80

Explain Osler's view on Moral Panic about Boys and Neglect of Girls

Answer 80

> Girls disengage from school quietly > Boys disengagement takes form of public displays of laddish masculinity, recognised by policymakers & teachers > Thus ignoring girls.

Question 81

Explain McVeigh's Stats on how Gender not as big as Class or Ethnicity?

Answer 81

- Girls/Boys of same social class tend to achieve similar results. - Girls from UC 44% ahead of girls from WC.

Question 82

What is the significance of National Curriculum Options in relation to Gendered Subject Choices?

Answer 82

- Most subjects are compulsory - When there’s choice in National curriculum, G&B’s choices differ - In DT Girls choose food tech and boys chose graphics and resistant materials.

Question 83

What is the trend in Gendered Subject Choice at AS/A Level?

Answer 83

- Gender preferences noticeable 16+ - Boys chose Maths & Physics - Girls chose Sociology & English - Parallel to Uni choices

Question 84

Impact of Gender Role Socialisation on Subject Choice Theorists

Answer 84

> Institute of Physics (Stats on NO of Girls in Physics) > Norman (Gender Role Socialisation @ Home) > Bryne (Gender Role Socialisation @ School) > Murphy & Elwood (Impact of Gender Role Socialisation on Reading Tastes) > Browne & Ross (Gender Domains) > Murphy (Gender Differences in Focus on Details)

Question 85

What did Institute of Physics find on NO of A- Level Physics students who’re Girls?

Answer 85

- NO of Girls in A- Level Physics, around 20% for last 20 yrs. - Questions effectiveness GIST and WISE.

Question 86

What is the trend in Gendered Subject Choices at Vocational Courses?

Answer 86

- Gendered Segregation at it’s greatest | - Boys did Construction, Girls did Childcare

Question 87

4 Explanations of Gender Differences in Subject Choice

Answer 87

> Gender Role Socialisation > Gendered Career Opportunities > Gendered Subject Images > Peer Pressure

Question 88

Explain the Significance of Norman's findings on Gender Role Socialisation, in relation to Gender Differences in Subject Choice

Answer 88

From early age, boys/girls dressed differently, given different toys, take part in different activities.

Question 89

Explain the Significance of Bryne's findings on Gender Role Socialisation, in relation to Gender Differences in Subject Choice

Answer 89

Teachers encouraging boys to be tough, not to behave like sissies, Girls told to be quiet & helpful

Question 90

Explain the Significance of Murphy and Elwood's findings on Gender Role Socialisation, in relation to Gender Differences in Subject Choice

Answer 90

- Diff socialisation leads to different tastes in reading. | - Boys read hobby books/info books, so prefer sciences, girls read books about ppl, so prefer English.

Question 91

Explain the Significance of Browne and Ross findings on Gender Domains, in relation to Gender Differences in Subject Choice

Answer 91

- GD, refers to tasks/activities Boys/Girls see as Male/Female territory - Kids create GD based on what they see as male and female roles based on experiences and expectations of adults. - E.g. Mending car, seen as Male GD, looking after sick child in Women's GD - Kids more confident doing tasks in their own GD.

Question 92

How does Murphy support Browne and Ross's findings on Gender Domains in relation to Gender Differences in Subject Choice?

Answer 92

- B&G’s focus on diff details when doing the same task. - Girls focus on how ppl feel, boys focus on how things work. - Explain why Girls choose Arts and Boys pick Science.

Question 93

Criticisms of Gender Role Socialisation

Answer 93

Move towards gender-neutral socialisation teachers trained to be more gender-neutral.

Question 94

Explain the Significance of Kelly's findings on Gender Subject Images for Science in relation to Gender Differences in Subject Choice

Answer 94

- Gender image of subject affect who’ll want to choose it - Sci seen as boys subject as there more male teachers. - Textbooks use examples focusing on boys interests. - In lesson boys monopolise equipment as if it’s theirs.

Question 95

Explain the Significance of Colley's findings on Gender Subject Images for Computing, in relation to Gender Differences in Subject Choice

Answer 95

- Computer Sci seen as masculine as teaching styles more formal and abstract and involves working with machines part of Male GD. - Putting girls off.

Question 96

Outline the Significance of Leonards findings on Single-Sex Schooling in relation to Gender Differences in Subject Choice?

Answer 96

- Gender Subject Image has less impact in single-sex skls (SSS) - Girls in SSS more likely to pick Sci & Maths than in mixed skl’s. - Boys more likely to pick English & Languages showing impact of pressure to conform to gender norms in mixed skls. - Girls in SSS more likely to study male-dominated subjects at uni

Question 97

How does the Institute of Physics support Leonard's findings on the impact of same-sex schooling on subject choice?

Answer 97

Girls in SCC 2x more likely to do A-Level Phy than in mixed schools,

Question 98

How does Gender Identity and Peer Pressure influence Subject Choice?

Answer 98

- Peer pressure means B&G’s are forced to conform to Traditional Stereotypes - Girls pressured by boys not to pick manly subjects. - Boys opt of dance due to negative peer response.

Question 99

What are Pachter's findings on how Gender Identity and Peer Pressure affects Subject Choice?

Answer 99

- Sport see in Male GD, so girls opt out as being sporty goes against gender norms.

Question 100

What are Dewar's findings on how Peer Pressure affects Subject Choice?

Answer 100

Boys would call girls lesbian or butch if they had interest in sport.

Question 101

Explain the Idea of Gendered Career Opportunities

Answer 101

- Jobs seem either M or F, tending to be dominated 1 gender e.g childcare - Explains why Vocational Courses are gendered.

Question 102

What were Fuller's findings on Girls and effect of Work Experience on Subject Choice

Answer 102

- WC girls wanted to do e.g. childcare, hair & beauty etc. - Part of their WC Habitus and seen as a realistic option. - Ambitions come from gendered work experience placements e.g. childcare, retail & nursing, norm for WC girls.

Question 103

Pupils Sexual and Gender Identities Theorists

Answer 103

> Connell (Hegemonic Masculinity) > Lees (Double Standards of Sexual Morality) > Feminists (Double Standards) > Parker (Verbal Abuse) > Pachter (Verbal Abuse) > Mac and Ghail (Male Gaze) > Epstein and Willis (Male Peer Groups and Verbal Abuse) > Mac and Ghail (Male Peer Groups and Verbal Abuse) > Archer (Female Peer Groups Policing Identity) > Ringrose (Popularity and Identities) > Currie (Girls Dilemma in Competing for Boys) > Reay (Boffin Identities) > Francis (MC Girls Response) > Haywood & Mac n Ghail (Teachers and Discipline) > Askew & Ross (Male Teachers Protective Attitudes > Female Teachers)

Question 104

What was Connell findings on Hegemonic Masculinity?

Answer 104

School reproduces hegemonic masculinity, dominance of heterosexual masculinity and alienation of female/gay identities.

Question 105

What were Lees findings on Double Standards of Sexual Morality?

Answer 105

> When we apply 1 set of moral standards to 1 group, but diff set to another > Boys boast about sexual exploits and given status by male peers > But call girls ‘’sluts’’ if they appear sexually available and ‘’drags’’ if there not, ignored by male teachers.

Question 106

Feminists View on Double Standards

Answer 106

Acts form of social control, reinforcing patriarchy, where females are subordinate to males.

Question 107

What are Parkers findings that support Verbal Abuse?

Answer 107

Boys called labelled gay for being nice to females in school

Question 108

What is Pacehters view on Name-Calling in relation to Verbal Abuse?

Answer 108

- Name-calling maintains male power | - Pupils police each other sexual identies through labels e.g. gay and lezzie.

Question 109

Explain Mac and Ghail's findings on the Male Gaze

Answer 109

- Form of Social Control - Male Pupils/Teachers see girls as sexual objects making judgements about their looks, boys who don't take part are called gay.

Question 110

What were Epstein and Willis's findings on Male Peer Groups and Verbal Abuse?

Answer 110

- Boys in ASS abuse boys who want to achieve as ‘’gay’’

Question 111

What were Mac and Ghail's findings on Male Peer Groups and Verbal Abuse?

Answer 111

- WC boys ASS, use verbal abuse to reinforce definitions of masculinity. - Calling WC boys who worked hard ‘’dickhead achievers’’

Question 112

What were Archer findings on what WC girls did as a result of Female Peer Groups policing identity?

Answer 112

> WC girls gain SC, from constructing Urban Sexy, Nike Identities if they didn’t they’d be called a ‘’Tramp’’

Question 113

Explain Ringrose's Findings on Popularity and Identities?

Answer 113

- Being popular was crucial WC Girls identity - Girls transitioned from friendship culture to dating culture. - There was tension between: - Idealised Feminine Identity: e.g. being non-competitive and getting along with everybody in friendship culture - Sexualised identity: Competing for boys in dating culture

Question 114

What were Currie's et al's findings on WC girls relationships with Boys?

Answer 114

- BF’s bring SC, but also risky - As Girls too competitive, may be subject to slut-shaming - Girls who don't compete may face frigid shaming - Form of Social Control, where girls police each other’s identity.

Question 115

What were Reay's findings on Boffin Identities?

Answer 115

- Girls wanting to succeed conform to skl’s ideal female pupil identity - Having asexual identity, no interest in boys or fashion. - So seen as a boffin and excluded by pupils.

Question 116

What were Francis findings on MC Girls response to being called Boffins?

Answer 116

MC girls, respond by defining WC girls as chavs

Question 117

What were Haywood and Mac and Ghail's findings on how Male Teachers sometimes told off boys?

Answer 117

- Male teachers told boys off for behaving like girls, teasing them when got lower marks than girls - Ignoring boys verbal abuse of girls, blamed girls for attracting it.

Question 118

What are Askew and Ross's findings on Male Teachers Protective Attitudes > Female Teachers)

Answer 118

- Male teachers behaviour subtly reinforce messages women can’t cope alone. - Having protective attitude on female teachers rescuing them when students are disruptive.