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Evaluate the view that gender differences in educational achievement are the result of in-school processes.

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This is an essay plan and completed essay in answer to the question: "Evaluate the view that gender differences in educational achievement are the result of in-school processes."

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  • March 2, 2021
  • 3
  • 2019/2020
  • Essay
  • Unknown
  • A+
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Evaluate the view that gender differences in educational achievement are the result of in-school
processes:



PLAN:

Argument: out school processes more important. In school processes are still founded on wider
notions of gender that are created by wider society.



P1: WIDER SOCIETY/MEN AND WOMEN AT WORK

- career aspirations

SUE SHARPE 1994: girls today have different priorities: careers

- legislative changes

1970s: Equal Pay Act + Sex Discrimination Act. More opportunities for women in the
workplace

- family structure

Willmott & Young 1970: symmetrical family, responsibilities divided equally, more
chance for women to have careers rather than solely childbearing

- change in men’s work roles = identity crisis BUT need for more qualifications not less



P2: FEMINISATION/SOCIALISATION)

- Feminisation of education means more role models for girls. BUT not true for STEM subjects
which are dominated by male teachers but girls still ahead

- Education system is more suited to girls. Based on the idea that girls are socialised into
qualities favoured by the system e.g. obedience, neatness, concentration.



P3: LABELLING AT SCHOOL

- boys negatively labelled.

JACKSON 1998: higher expectations of girls

SWANN & GRADDOL: Teacher interactions with boys usually behavioural

- can provoke anti-school subcultures (e.g. WILLIS ‘lads’) & self-fulfilling prophecies

- point out that labels are based on notions of gender propagated by wider society ---> in-
school process comes from out-school process

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