Gender and education
- Created by: Freya Carter
- Created on: 08-04-21 17:04
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- Gender and education
- external factors
- influence of feminism
- impacted womens rights through campaigns to win changes in the law. eg, equal pay
- feminist ideas are likely to have affected girls' self-image and aspirations. Girls more motivated to do well in education
- girls changing perceptions and ambitions
- Sharpe - compared her two studies of WC girls in 1970 & 1990. Girls priorities changed from marriage & children to careers & being independent
- Francis - girls now have high career aspirations so need qualifications
- changes in the family since the 1970s
- increased divorce rate - 40% of marriages now end this way
- more lone parent families - 90% female headed
- smaller families & women staying single
- changes in women's employment
- expansion of the service sector creating more female jobs
- changes in the law
- 1970 equal pay act
- 1975 sex discrimination act
- since 1975, the pay gap has halved
- as a result girls have more incentive to do well in school
- influence of feminism
- internal factors
- equal opportunities policy
- led to policies aimed at giving g&b equal opportunities
- GIST & WISE programmes to encourage girls into science & tech
- The national curriculum (1988) means g&b now largely study the same subjects eg. making science compulsory
- role models
- more female teachers & head teachers
- presence of more female teachers 'feminises' the learning environment
- encourages girls to see school as part of a female 'gender domain' resulting in girls perceiving educational success as a desirable feminine characteristic.
- coursework
- Mitsos and Browne- girls do better than boys in coursework as they mature earlier so can concentrate for longer
- selection and league tables
- marketisation leading to competition between schools. An incentive to try & recruit more able students.
- girls generally more successful than boys, more attractive to schools
- boys are lower-achieving & more badly behaved (4x more likely to be excluded)
- identity, class and girls achievement
- Archer - wc girls underachieve because of conflict between feminine identities and the schools habitus
- choice: gain symbolic capital from peers or gain educational capital by conforming to the schools MC notions of the ideal female pupil
- boyfriends bring symbolic capital but get in the way of school work
- equal opportunities policy
- external factors
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