Feminist Perspective on Education

Vocabulary practice flashcards covering sociological perspectives on gender inequality in education, including Liberal Feminism (Oakley), Radical Feminism (Spender), and changing female priorities (Sue Sharpe).

Gender Socialisation in Education

The process through which education reinforces patriarchal norms and socialises girls into passive, traditional female gender roles that benefit men over women.

Gender Stereotyping (Overview)

The reinforcement of gender roles within school, visible in textbooks depicting boys doing active tasks and girls in domestic or caring roles, as well as influencing subject choices and career paths.

School Workforce Gender Imbalance

The statistical inequality where female teachers constitute approximately 70% of the school workforce, yet senior management and leadership positions remain predominantly male-dominated.

Liberal Feminism on Education (Oakley, 1972)

The sociological perspective arguing that although gender inequality is structurally ingrained in education, progress and equality can be achieved within the existing system through legal and social reforms.

Equal Opportunities Policies (Liberal Feminism)

Educational measures—such as the National Curriculum, equal access to subjects, equal treatment by teachers, and non-sexist career guidance—that help boys and girls achieve more equally.

Gendered Subject Choice

The ongoing pattern where girls are steered toward traditionally female subjects and careers (humanities, arts, health and social care), while boys are steered into STEM and manual trades.

Radical Feminism on Education (Spender, 1982)

The sociological perspective viewing education as an inherently patriarchal institution that actively functions to oppress women, normalise male control, and reinforce male dominance.

Male Dominance in the Classroom (Spender, 1982)

The dynamic in which male teachers and boys control classroom interactions, dominate discussions, and take up physical spaces such as sports areas, hallways, and playgrounds.

Patriarchal Curriculum Ideology (Spender, 1982)

The transmission of patriarchal values through formal and hidden curricula that marginalise women's history and contributions, depict women in traditional roles, and train girls into subservience.

Privileged Teacher-Pupil Interactions (Spender, 1982)

The teacher tendency to give boys more time, attention, and praise, while girls are often ignored or disciplined if they fail to conform to passive stereotypes.

Sue Sharpe (1976; 1994) 'Just Like a Girl'

A two-decade longitudinal research study examining shifts in girls' priorities, ambitions, and attitudes toward education, family, and future careers.

1970s Girls' Priorities (Sue Sharpe)

The priority order identified among girls in the 1970s: love, marriage, husbands, children, and lastly jobs or careers.

1990s Girls' Priorities (Sue Sharpe)

The priority order identified among girls in the 1990s: careers, self-sufficiency, and financial independence, followed by relationships, marriage, and children.

Social Class Variations in Aspirations (Sue Sharpe)

The finding that changing female ambitions are uneven across classes, as working-class girls often retain traditional family priorities or encounter structural barriers to career advancement.