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Soc Edu Thry 4
| Sociologist | Research | Year |
|---|---|---|
| Beck | Society is becoming increasingly individualistic, which means girls have to be financially independent and therefore look to degree level jobs. | 1992 |
| Sue Sharpe | In 1976 the priority was marriage > children > career. In 1994 it had shifted to career > marriage/kids. | 1976-1994 |
| Higher Education Statistics Agency | 68% of girls compared to 63% of boys achieved a First or Upper 2nd in their University degree. | 2013 |
| McDonald et al. | The notion that girls do better than boys applies most strongly to working-class students. | 1999 |
| Edwards and Davis | Gender-differentiated primary socialisation leads to girls performing better academically but reinforces a patriarchal society, for example by being more lenient to boys being truant. | 2000 |
| Burns and Bracey | Girls at secondary schools generally work harder and are more motivated than boys. | 2001 |
| Hannan | Boys spend leisure time doing whereas girls talk. This builds girls' emotional intelligence. | 2000 |
| Wragg | Pessimism about the world of work and declining manual job prospects for males translates to an undermined attitude. | 1997 |
| Jackson | Boys who see themselves in unskilled or semi-skilled jobs are likely not to ascribe to to the academic ethos, and to try to gain credibility through street culture. | 2006 |
| Spender | When boys questioned/challenged the teachers they were met with respect, but girls were said to be 'unladylike'. Work got better marks when it was said that a boy had produced it. | 1983 |
| Sukhnanda | Boys feel they receive less support and are more heavily criticised than girls for bad behaviour. Hence they view schools as alien places. | 2000 |
| Abraham | Deviant boys were sometimes more popular with teachers than academic boys and girls, reinstating gender stereotypes. | 1995 |
| Myhill | Girls' compliance in the classroom may be a disadvantage because teachers interact with boys more. Also, compliance in the workplace often means not moving up the career ladder. | 2000 |
| Machin and McNally | The change from O-Levels to GCSEs coincided with improvement in girls' behaviour in comparison to boys'. | 2006 |
| Colley | Females often end up in low-status professions because of the subject choices they make. | 1998 |
| Colley | Factors external to the education system can lead to differences in the subject choices made by students. | 1998 |
| Francis and Skelton | The majority of girls now see a career as rewarding rather than as a stopgate before getting married. They therefore look to degrees. | 2005 |
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lottieball17
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