External factors

Name the 4 external reasons for gender differences in achievement

• The impact of feminism

• Changes in the family

• Changes in women’s employment

• Girls changing ambitions

What do feminists argue in relation to gender differences in achievement

 we have not achieved full equality but the feminist movement has had success in improving women’s rights and opportunities through changes in the law 

McRobbie

Conducted a study of girls magazines show that in the 70s they expressed the importance of marriage and not being ‘left on the shelf’ and nowadays they contain images of independent women 

What have changes encouraged by feminism affected

girls self-esteem and self-image and therefore this may explain improvements in their educational achievement 

Name 4 changes in the family that could impact girl’s achievement

Increase in divorce rate 

Increase in cohabitation and decrease in the number of 1st marriages 

Increase in Lone Parent Families 

Smaller families 

How have changes in the family affected attitudes towards education

• More women need to take on the breadwinner role which creates a new role model for young girls. To achieve this independence, they will need a well paying job and an education. 

• Increase in divorce rate also teaches children that they can’t rely on their husbands and encourages girls to look after themselves 

1970 Equal Pay Act

Illegal to pay women less than men for the same job 

1975 Sex discrimination Act

Outlaws discrimination at work

Patterns of the pay gap since 1975

Halved - 30% to 15%

What type of industry has society shifted to

Service industry

Who came up with the concept of the ‘glass ceiling’

Loden

Sharpe

• interview with girls in the 1970s and 1990s and saw a major shift in the way girls see their future 

1970s = girls had low aspirations and believed the education system was unfeminine, and Having ambitions would be considered ‘unattractive’. Priorities were given to love and husbands and children 

1990s = Girls ambitions had changed and they had different priorities. Girls were more likely to see a future as an independent woman with a career 

O’Connor —> Beck and Beck-Gernsheim

2006 girls aged 14-17 were less likely to have children and marriage as a main priority

 linked this to the trend towards individualisation in modern society where independence is valued more. 

Fuller

Girls saw educational success was a central part of their identity and saw themselves as creators of their own future. Girls believed in meritocracy 

How can class effect gender differences in achievement

Some WC girls continue to have gender-stereotyped aspirations for marriage and children 

Reay

 this ( class effect) reflects girls position in their situation. Limited aspiration has limited job opportunities. Traditional gender roles are more attainable 

Biggart

WC girls are more likely to see motherhood as their only option so therefore have less ambition to achieve in school