internal gender

Equal opportunity policies (girls)

GIST and WISE encourage girls to pursue careers in non-traditional areas; 1988 National Curriculum

Positive role models in primary schools (girls)

50% to 71% increase in primary headteachers that are female from 1992 to 2012

01:01

01:08

Gorard 2005 (girls)

GCSE and coursework

Swann 1998

boys dominate whole class discussions whilst girls listen and co-operate.

Challenging stereotypes in the curriculum (girls)

Removing expressive and instrumental images from learning materials

Weiner 1995

More equal resources. Teachers challenging sexism in curriculum

Mastered (4)

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GIST

Girls into science and technology

WISE

Women into Science and Engineering

GCSE and coursework (girls)

1989 girls achievement increased as coursework was introduced (more conscientious and organised than boys)

Teacher attention (girls)

boys attract more reprimands

Not studied (64)

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Selection and league tables (girls)

high achieving girls more attractive to schools than low achieving boys (SFP)

There was ____ as many male secondary school headteachers than females in 2012

twice

00:04

01:08

Liberal feminists

march of progress in improving girls achievement

Radical feminists

school is patriarchal

how is school patriarchal

sexual harassment; limiting of girls subject and career choices; males still ML to be headteachers of secondary schools; underrepresented in areas of curriculum e.g. History

Archer 2010

symbolic capital

symbolic capital

The status, recognition and sense of worth that we are able to obtain from others

why did girls form WC feminine identities

to gain status from peers; this prevented them from gaining educational and economic capital (MC careers)

Archer 2010

hyper-heterosexual identities; boyfriends; being loud

Hyper-heterosexual feminine identities

Archer et al (2010) found WC girls spent considerable time, effort and money in constructing feminine identities. These identities earned them symbolic capital from their peers, but not from school.

boyfriends

gave WC symbolic capital; lowered edu aspirations; distraction

loud feminine identities

questioned teachers authority; ideal pupil was passive and submissive

WC girls dilemma

Either gaining symbolic OR educational capital = hyper-heterosexual identity vs middle class norms

boys and literacy

parents spend less time reading to sons; mothers do most reading = seen as feminised identity

Boys and literacy

boys less likely to develop lang/communication skills due to their leisure pursuits vs girls 'bedroom culture'

globalisation and decline of trad male jobs

decline in heavy trad male industry; undermines motivation and self esteem

Mitos and Browne

decline in employment opp for men has led to an identity crisis

Sewell 2006

Feminisation of education

Feminisation of education

schools do not nurture masculine traits e.g. competitiveness and leadership = boys fall behind

Sewell sees coursework as the main cause of this

Shortage of male primary school teachers

lack of male role models; only 14% of primary school teachers were male

lack of male role models

male primary school teachers needed to impose stricter discipline to increase concentration

typical 'girl' subjects

food tech, sociology, heath and social care

typical 'boy' subjects

resistant materials, science, graphics

maths and physics is ____% male

79

english is ___% female

72

only 1 in ___ childcare apprenticeships include boys

100

gender and sexual identities

double standard of sexual morality where boys can boast about sexual exploits but girls are slags if they do

what do feminists argue about double standards

patriarchal ideology that justifies male power

gender and sexual identities

verbal abuse maintains male power; pupils police each others sexual identities e.g. boys labelled gay for being too friendly

Mac an Ghaill

Male gaze

the male gaze

male pupils and teachers view girls as sexual objects and make judegments about their appearances

what does the male gaze reinforce

dominant heteroseuxal masculinity e.g. boys earn status from peers for telling their sexual stories

male peer groups

Willis - boys in anti-school subcultures accuse boys who want to do well of being gay

what are boys who want to do well labelled as (Mac an Ghaill)

dickhead achievers

Ringrose 2013