Gender in Education

Influence of Feminism

Social movement, challenged stereotypes of women, inspired equal pay act, raises self esteem and expectations of women and girls

Changes in the family

Changes since 1970's, increase in divorces, increase in singlehood, smaller families, more women are breadwinner, are good role models for children

Gender role socialisation

Girls and boys are socialized differently to play different roles according to their gender

Changing ambitions

Girls want to do well in education, as they know they can get well paying jobs, motivates them

Changes in women’s employment

1970 equal pay act, pay gap halved, increase in women in jobs, removal of ‘glass ceiling’, the invisible barrier stopping women getting high level jobs

McRobbie theory

Studied girls magazines, 1970s emphasized importance of marriage and kids, 1990s showed more images of assertive, independant women

Sharpe study

Interview with girls in 70's and 90's, 70's girls care about love, marriage, have low aspirations. 90's girls have higher aspirations, value careers and education.

Barber theory

Boys are overconfident, masculine, assertive, confident, so overestimate ability and revise less than girls who tend to underestimate themselves

Norman theory

Boys and girls socialized into gender domains, Boys to like manual, physical stuff. Girls to like reading, dolls, be more passive

Equal opportunities policy

Policies to encourage girls and give motivation

Eg. GIST and WISE

Role models

More female teachers, so act as role models, makes education a desirable feminine characteristic

Stereotypes in learning style

Women in textbooks were portrayed as subordinate, unintelligent housewives, now been replaced by positive ones

Coursework

Girls excel at coursework because they are more organised

Teacher attention

French-Boys get more attention for bad behaviour

Francis-Boys are disciplined more, so have low aspirations

Swann-Boys dominate class discussion, girls prefer group work

Selection and league tables

Marketisation-schools want to look good, choose girls more as they high achievers, boys not selected as low achieving.

Archer

WC girls underachieve due to symbolic violence. Have 2 choices, conform and work hard, or gain symbolic capital through rejecting values.

Mac An Ghaill theory

Globalization and decline in traditional male jobs (crisis of masculinity), boys loose motivation and underachieve

Francis theory

Laddish subcultures-Boys more concerned about being labeled as “swots”, and seen as unmasculine than studies.

Ring rose theory

Moral panic in society as boys are failing, led to neglect of problems faced by girls (sexual harassment)

Kelly theory

Subjects have gender image, science taught by men, textbooks use boys examples, so boys excel at science.

Preacher theory

Pressure to conform to subjects. Girls who choose sport labeled at “lesbian” and “butch”, so avoid subject

Browne and Ross theory

Gender domains, set task for children to design a boat, boys design battleships, girls design leisure/cruise ships

Epstein theory

Pro school WC boys likey to be harassed, labeled as “gay”. Boys becoming more laddish to avoid appearing feminine, so underachieve.

Literacy skills

Boys have poorer literacy skill, do worse in assessments. Parents don’t read to kids as it is feminine, whilst girls “bedroom culture” means they excel.

Sewell theory

Feminisation of schooling, don’t nurture ‘masculine’ traits. 60% 8-11 old boys have no male teachers.

Read theory

Only male teachers can discipline boys properly

Hegemonic masculinity

Dominant/Ruling masculinity in society characterized by aggression, strength, suppression. Emphasized by schools double standards, verbal abuse, male gaze, male and female peer groups, teachers and discipline.