Gender differences in achievement AS Sociology

Why are girls doing better than boys?

The trend In the UK today, girls and young women are outperforming their male counterparts at every level of the education system- from primary school to university. As such, it is important that we study the ‘gender effect’. This is a worldwide change that has taken place in the past 30 years. Gilborn and Mirza (2000): class has five times the effect on education than gender has and ethnicity has twice the effect.

External factors The impact of feminism Changes in the family Changes in women’s employment Girls’ changing ambitions

1. The impact of feminism Since the 1960’s the feminist movement has challenged the traditional stereotype of women. Mitsos and Browne (1998): the ‘women’s movement and feminism have achieved considerable success in improving the rights and raising the expectations and self-esteem of women’.

“The best thing for girls- next to boys” “Relax! 7 Reasons Guys Love You Just the Way You Are” How do these magazine covers represent women? How do they relate to the images we have just seen?

How might these changes affect girls’ attitudes to education? 2. Changes in the family How might these changes affect girls’ attitudes to education? Increase in divorce rate shows girls that it is not ideal to rely on a husband for financial stability.

Increase in lone parent families provides a role model for girls when the mother is taking on the breadwinner role- she is a financially independent woman. This encourages girls to gain qualifications to make a living and ensure that they are financially independent.

3. Changes in women’s employment How is the employment of women different today compared to in the past? Equal Pay Act (1970) Sex Discrimination Act (1975) More women in employment Some women are breaking through the ‘glass ceiling’

Girls now see their future in terms of employment rather than their traditional role as a housewife. This gives them incentive to gain qualifications through education.

4. Girls’ changing ambitions Girls! What do you aspire to be? The expectations that females have of their future has changed. Sharpe (1994): asked girls what their main priorities for the future were: -1970s: love, marriage, husbands and children -1990s: job, career and being able to support themselves. Francis and Skelton (2005): many girls are now looking towards jobs that require degree level qualifications.

O’Connor (2006)- in a study of 14-17 year olds it was found that marriage was not a major part of life plans This may be linked to individualisation in modern society. A career is important to women as it promises economic self sufficiency. Fuller (2011) found that education was a central aspect of girls’ identity

Some other reasons Behaviour: evidence shows that girls work harder than boys and put more effort in to homework. They take care with presentation and are better organised. From age 6 girls read more books than boys. Socialisation: Hannan (2000) says that girls spend their leisure time differently to boys. Boys relate to their peers by doing, girls relate by talking. Girls are put at an advantage because school is a language experience.

Evaluation Plummer (2000): a high proportion of working class girls are failing in the school system. Only certain groups of boys are underachieving, it is mainly working class boys. Some working-class girls continue to have gender stereotyped aspirations. Reay (1998) argues this reflects the limited opportunities that working-class girls see as being available to them.

Internal factors Because what goes on in schools- matters. Equal opportunities policies Positive role models in school GCSE and coursework Teacher attention Challenging stereotypes in the curriculum Selection and league tables Views of girls achievement

Internal Factors: Equal Opportunities Policies. People who make policies aware of gender issues. Teachers more aware. Boys & Girls = EQUAL is mainstream thinking in the UK.

Equal Opportunities Continued: GIST: Girls in to Science & Tech WISE: Women in to Science & Engineering. Encourage girls to go in to these careers. 1988: Introduction of National Curriculum made girls and boys study the same subjects. Jo Baoler (1998): All these policies has turned around girls Achievement.

Positive Role Models. Lots of women in EDUCATION. Especially in the top roles. These give girls role models.

GCSE COURSEWORK: Assesment now favours girls and disadvantages boys. Stephen Gorard (2005) : emphasises that coursework favours girls and the statistics prove that when coursework was introduced girls performance shot up. Mitsos & Browne agree with this view too: Girls spend more time on work, organsied, better with presentation skills. Better at deadlines & successful .

Teacher Attention: Jane & Peter French: Boys = more attention: told off more. -Becky Francis (2001): Boys told off more harshly, they felt teachers were picking on them. Boys felt teachers had lower expectations of them. - Swann (1998). Boys dominate in whole class discussions/ more confident. Boys regarded as more ‘disruptive’ for this very reason.

Challenging Curriculum Stereotypes. Reading schemes: FIND THE STUDY LOOK IN HARALAMBOS. In the 60s and 70s women were often depicted in domestic roles. The ladybird reading scheme was used in many schools. How might the following images normalise gendered roles?

Gaby Weiner (1995) Since 1980’S Teachers have challenged stereotypes of what girls/ boys can do .

Selection & League Tables Competitive spirit in the education system. Girls = more desirable by this education system because they do better than boys. David Jackson (1998): girls more likely to be selected and recruited to good schools. Boys do not. This creates a Self FP for boys. Roger Slee: Boys = behavioural difficulties and 4 times more likely to be excluded. Boys therefore less attractive to schools. Boys are now a ‘liability’…

LIBERAL FEMINISM! This type of feminism seeks to create equality through changes to the law. They are rather chilled out. They believe that there has been some super improvements in schools in over coming sexist attitudes.

Radical Feminists These feminists believe inequality stems from male power (Patriarchy) and only truly radical solutions will work. Surprise, surprise – they take a much more critical view of the current education system. RF says the system is still PATRIARCHAL. Still a man’s world.

Radical Feminism Continued: 1. There is still sexual harassment at school. 2. Limit of subject choices for girls. 3.Still more male Heads. 4.Curriculum: Female contribution to History is ignored.

IDENTITY, CLASS & GIRLS’ ACHIEVEMENT. Class text book: P.55-56 Work Book: 29

Symbolic Capital

Symbolic Capital, GIRLS & Archer SC is the status and recognition and sense of worth we are able to obtain from others. Working class Girls’ gain SC from their peers (friends). SC gained from friends is in conflict with SC gained from school. They don’t gain the real SC from qualifications etc…

Hyper- Heterosexual Feminine Identity. This helps the girls feel worth when symbolic violence is thrown at them. Feminine Identity. Having a boyfriend. Being Loud. Being glamorous. Sportswear, sexy styles, makeup. Spend all spare money on this.

HHFI & SYMBOLIC VIOLENCE. This identity = conflict with the school The schools disassociated themselves with the girls. Also called ‘othering’. This is also known as SYMBOLIC VIOLENCE.

Boyfriends & Working Class Dilemma Boyfriends = symbolic capital for these girls. Want to settle down with children. Wanted WC feminine jobs like child care. Working Class Dilemma. Either gaining symbolic capital from their peers and friends by conforming to HHFI. Gaining Educational Capital reject their WC roots and conform to MC schooling expectations.

Successful WC Girls. Sarah Evans (2009) Study 21 WC girls (sixth formers in London) Girls chose to study nearer home. They wanted to help their families. Stay near to them and contribute to them. Skeggs ( 1997) caring is crucial to the WC girls’ identity. Archer: Preference to stay local is part of the working class HABITUS. What does HABITUS mean again?