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Summary Gender Differences in Education
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Providing in depth detail with sociologists and what they say about gender differences in education
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EXTERNAL FACTORS: INTERNAL FACTORS:1. Impact of Feminism 1. Equal opportunities
Since the 1960s the feminist movement has challenged women’s traditional policies
stereotypical role of being a mother and housewife. Policies such as GIST and
Feminists argue we have not achieved full equality but there has been significant WISE encourage females to
improvement in women’s rights and opportunities through changes in law. BOYS ANDcareers
pursue ACHIEVEMENT: in non-
Feminism has raised women’s expectations and self-esteem. traditional areas.
1. Boys and literacy
McRobbie’s study of girls’ magazines – 1970s they emphasised the importance of Introduction
Genderofgap National
is mainly due to boys’ poor literacy and language. Parents may spend less time readi
getting married, nowadays they contain images of assertive, independent Curriculum
reading in 1988
is done = boys
by mothers so is ‘feminine’.
women. and girls have to do same
Boys leisure pursuits do little development for language and communication skills. Girls have a be
These changes may affect girls’ self-image and ambitions and encourage girls to subjectseffects boys performance across lots of subjects.
do better at school. Boaler key reasonand
2. Globalisation forthe decline of traditional men’s jobs
2. Changes in Family changes
EXPLANATIONS in girls’
DeclineOFinGENDER in manufacturing
DIFFERENCES jobsINetc. due toCHOICE:
SUBJECT globalisation. This sector usually employed men.
Since the 1970s there has been an increase in divorce rates, an increase in achievement
Mitsos and Browne this has led to an identity crisis for men’. They believe that they have little
cohabitation and decrease in 1st marriages, an increase in lone parents and PUPILS SEXUAL 1.AND
2. Positive GENDER
Gender role IDENTITIES:
role models
However,
socialisation
theseinjobs don’t require many qualifications.
smaller families. school Byrne teachers encourage boys to be tough and girls to be
3. Feminisation of education
1. Double standards
If there is an increase in female headed lone parent families more women need Increasehelpful.
in proportion of has become feminised. Schools don’t nurture ‘masculine’ traits. Coursework
Sewell education
to take on the role of a breadwinner. This creates a role model for girls of a female Murphy
teachers = differences
role model in socialisation = differences in reading –
Lees doubleboys standard
with of sexual morality
final exams.
read info texts/ girls read stories. This causes boys to pick
financially independent woman. To achieve this, girls need to get good for girls
boys boast 4.
but & non-traditional
Shortage
girls get ofgirls
male
called goals
primary school teachers
slags.
science and English.
qualifications to get a high paid job. to aim for.Lack of role models at home and school. Only 14% of primary school teachers are male. A male t
Children stay in gender domain.
Also, increase in divorce means girls are less likely to rely financially on their2. Verbal
3. abuse
GCSE andbehave Coursework
better andimages
work harder.
2. Gendered subject
husband which encourages girls to make themselves a living. Gorard
Connell a rich found
vocab
Primary that
of
school thehas become
abuse reinforces
Science and computer sciencefeminised
= boys and female teachers can’t control boys’ behaviour.
3. Changes in women’s employment gender gap in achievement
g&e identities. Kelly science = male teachers + boy dominate
Read studied the type of language used to express
lab. criticism of pupils work. She found a discip
1970 Equal Pay Act = illegal to pay women less than men for the same job increased when
Lees girls = slags
Colley GCSEs
(shouting/male)
ifsexually were
involvesand a liberal
active
machines, discourseto(implicit/female).
butoff-putting females.
1975 Sex Discrimination Act = outlaws’ discrimination at work. introduced,Singlebringing
Haase
sex in
echoes
schools Read.
= no subject images.
drags if not.
1975 the pay gap has halved. coursework in all
5.name-calling
‘Laddish’ subjects.
subcultures
Parchler 3. Peer pressure maintains male
The proportion of women in employment has risen. Women are breaking through MitsosPupils
and Browne
apply
Epstein found thatif w/c
pressure theyboys
disapprove of choices.
are likely to be harassed if they work hard.
the ‘glass ceiling’. power.
girls are more successful with
Boys
Francis opt out of music
boys and dance
are more due tothan
concerned bullies.
girl about being labelled. w/c boys reject schoolwork a
Encourages girls to see their future with paid work rather than a housewife. More 3. The male gaze
coursework duetheir
4. Gendered to being
career more
opportunities
with identity. This is becoming more widespread.
incentive for girls to achieve high Mac an Ghaill
6.
organised. dominant
Women
The moral heterosexual
= childcare/
panic nursing
TOPIC 4 – about
GENDER boys
4. Girls’ changing ambitions masculinity is reinforced,
Greater Sex-typing
use
Feminism of oral and
affects femininity
exams
critics what
argue jobs is for
girls
policies + boys
girlsgo for.
are no longer needed. They say women take men’s jobs.
Sharpe interviews with girls in 1970 and 1990s show a change in the way girls devalued. 5. girls
= benefit Vocational
due
DIFFERENCES
to subjects
developed
IN
Ringrose moral panic reflects a fear of underachieving w/c boys could begin to threat social st
see their future. language Fuller EDUCATION
placements in feminine w/c jobs e.g., nursery/retail =
Boys don’t riskskills.
beingto
panic labelled.
raise boys’ achievement which have negative effects = ignoring problems of minority pu
1970s – girls have low aspirations and qualifications was seen as unfeminine normal for
Elwood coursework is girls.
1990s – careers are more important to girls not the only cause of
O’Connor’s study of 14-17-year olds – marriage and children were not important gender gap as exams hold
Beck & Beck Gernsheim – link trend to individualisation – independence is valued more influence than
more. coursework.
4. Teacher attention
French’s study of
classroom interaction
boys received more
attention due to more
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