Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
E5
Gender Achievement
| Question | Answer |
|---|---|
| Why does Lower Expectation for Boys cause differential achievement? | Teachers have lower expectations regarding behaviour and achievement for boys compared to girls. These lower expectations lead to boys achieving less due to less pressure and self fulfilling prophecy |
| What is an evaluation for Lower Expectations for Boys? | Interactionist: Key term assumes the passivity of boys. Individuals are not defined by the group they are in and can actively choose to better themselves despite labels |
| How does the Feminisation of Teaching cause differential achievement? | Teaching has become an increasingly female dominated profession, with the majority of primary school teachers being female. This makes it easier for girls to identify with school than boys. Boys feel out of place in education |
| What is an evaluation for Feminisation of Teaching? | Could be argued that teaching is not feminised as males dominate the leadership roles within education |
| How does the Structure of Exams affect differential achievement? | Girls preferred modular exams that required effort all year, as tests were done at the end of each module in a course. In 2015, modular exams were largely removed in favour of linear exams, which boys prefer, as they can pass with short and intense effort |
| What is an evaluation of Exam Structure? | If exam structure mattered then boys would be outperforming girls, but they are not |
| How does more Peer Group Support for Girls affect differential achievement? | Girls are more likely than boys to belong to pro school groups. Girls use their support and social control on each other to ensure that rules are followed. The nurturing and supportiveness of girls also means that the peer group does well academically |
| What is an evaluation of Peer Group Support for Girls? | Post Modern: Gender is uncertain and cannot be studied |
| According to Willis, how does Masculinity and Anti School Subcultures affect differential achievement? | Peer group pressure encourages some boys to adopt aggressive, challenging and domineering norms and values. Boys often try and gain status by challenging authority within school. Boys who try hard in school are labelled as 'girly' or 'gay' |
| What is an evaluation of Willis's Anti School Subculture regarding gender achievement? | Late Modern: Ignores diversity within society and the diverse ways of being masculine |
| According to Dweck, how does Gender and Self Confidence affect differential achievement? | Boys and girls feel differently about their abilities. Girls tend to underestimate themselves whilst boys overestimate. This means that boys do not put effort in, and often blame the teachers for their failures, whereas girls put more effort in |
| What is an evaluation of Dweck's Gender and Self Confidence? | Victim Blaming: Could be argued that boys are disadvantaged within education, it would be wrong to suggest that they are responsible for their disadvantages |
| How does Policy and Equal Opportunity affect differential achievement? | Policies such as the Sex Discrimination Act and Equal Pay Act ensure that barriers for girls to achieve are reduced, giving girls with high effort and ability the chance and reason to succeed |
| What is an evaluation of Policy and Equal Opportunity regarding gender achievement? | Radical Feminist: Policy is not enough to combat the patriarchy, a radical destruction of gender norms is needed to truly allow girls to succeed |
| How does More Employment and Female Role Models affect differential achievement? | There has been a decline in traditional, industrialised 'men's jobs' and an increase in opportunity for female employment. Girls are more confident that they will find work, whilst boys think that there is no place for them within the world of work |
| What is an evaluation of More Employment and Female Role Models regarding gender achievement? | Feminist: Despite the rise in female employment, women are still looked down on by men, and successful women are often trivialised by the media and other institutions |
| According to Mac an Ghaill, what is the Crisis of Masculinity and how does it affect differential achievement? | Globalisation made it cheaper for industries to manufacture abroad, causing less jobs for men. Boys have low self esteem and low motivation to succeed as they have no future prosects. Boys find identity reinforcement through toxic masculinity |
| What is an evaluation of the Crisis of Masculinity regarding gender achievement? | Interactionist: Assumes that all boys are the same, not all boys experience a crisis of masculinity or take up toxic masculine traits to better their self image |
| How do Male and Female Leisure Activities affect differential achievement? | Reading has become a feminine activity that most boys reject. Girls are more likely to engage in debates and conversation with their peers whilst boys tend to relate to each other through sports and activities, which do not benefit them academically. |
| What is an evaluation of Gender and Leisure Activities? | Late Modernist: There is more diversity and choice as to how to engage in leisure time, all children spend a lot more time on the internet instead of engaging with each other. Key term may be outdated as a result |
| What are the Patterns of Subject Choice? | Boys tend to dominate lessons that require manual labour and individual work (ICT, Physics, Maths, D&T) whilst girls tend to dominate lessons that require cooperation and group discussion (English Lit/Lang, French, Social Sciences) |
| How does Gender Socialisation cause Patterns of Subject Choice? | Children internalise the different norms and values of their gender. Children will think it is normal or desirable to choose subjects that are 'appropriate' for their gender |
| How does Subject Counselling cause Patterns of Subject Choice? | Staff will use their own gender norms when advising students into lessons that lead to careers that are seen as 'appropriate' for the student's gender |
| How does Gender Identity cause Patterns of Subject Choice? | Students choose subjects that reinforce, strengthen and confirm their gender and their beliefs about how they want to present regarding their gender |
| How does Peer Pressure cause Patterns of Subject Choice? | Students choose subjects that will avoid ridicule from peers, and to be able to continue to interact with the members of their subcultures within lesson |
Created by:
Skyelark
Popular Social Studies sets