internal

• Internal factors

  -feminisation of education

  -gender role models

  -laddish subcultures

  -teacher expectations

  -gendered subject choices

  -male gaze

  -stereotypes
• Sewell (black w/c boys)

  anti-school subcultures

  -researched how African Caribbean students were regarded by their teachers, peers and white students at an inner city boys' comprehensive school.

  -He found that school expectations and influences such as music and fashion, promoted sexist and racist perceptions of black masculinity
• Internal factors for boys underachievement

  crisis of masculinity

  feminisation of education

  laddish subcultures
• Feminisation of education

  --majority of primary school teachers are females-so male students lack positive role models -> underachievement

  -1 in 6 primary school teachers are male
• Laddish subcultures (Jackson)

  peer-pressure on boys to demonstrate masculinity by being 'anti-school’

  -schools were dominated by hegemonic masculinity (valued toughness and power)

  -academic work was viewed as uncool

  -so boys tended to mess around to impress their peers
• GCSE and coursework (Mitsos and Browne)

  girls do better than boys in coursework because they are more organised

  found that the gender gap in achievement increased sharply when GCSE were introduce
• Role models

  more female teachers which feminises the learning environment and encourages girls to do well as part of a 'female gender domain'
• Teacher attention (supporting evidence)

  Swann- found that boys dominate class discussions, whereas girls are better at listening and cooperating. teachers respond positively to girls and give them more encouragement

  French and French-teachers paid boys and girls similar attentions for academic reasons ,but boys received more attention as they were disciplined more than girls
• Selection and league tables

  Marketisation policies had led to increased competition between schools

  -girls are generally more successful than boys, so the are more attractive to schools
• School environment (Epstein)

  -suggests that teachers and schools are failing to cater for boys needs and fail to understand their masculinity

  -schools have become feminised environments
• Mac an Ghaill

  research on male peer groups reinforce the idea that working hard in education was unmasculine for boys- there was peer pressure to not take work seriously.
• Subcultures

  Boys were more likely to form anti school subcultures which emphasise masculinity and laddish behaviour

  Girls were more likely to form pro school subcultures where peer support is encouraged
• Girls are disadvantaged in the education system (Francis)

  -found males still dominate classrooms

  -boys are disciplined more frequently and more harshly than girls but results in girls receiving less attention

  -gender divisions in subject choices getting stronger with fewer women taking IT and pure science degrees
• Boys in the education system (Francis)

  -they get more attention from teachers, but are criticised more than girls which may demotivate them

  -the ideal pupil seems to fit girls better as they are viewed as more organised

  -if boys are labelled as a problem , this can lead to self fulfilling prophecy

  -boys do not wish to be viewed as nerds within their peer groups for trying too hard in school
• Evaluation (Liberal)

  Need for education against sexist attitudes and stereotypes in order for true equality
• Evaluation (radical)

  Highlight the patriarchal nature of the education system

  -Weiner- history is a women free zone

  -Still many more men in positions of authority in the education system

  -still genderisation of subjects and career options which limit girls choices and options