9ED

• What is the achievement gap between girls and boys in education?

  Girls consistently outperform boys.
• How does the achievement gap between girls and boys compare to social class?

  The gap is significant but smaller than social class.
• At which educational level do girls outperform boys?

  At both GCSE and A Level.
• What trend was observed in boys' performance in science and mathematics historically?

  Boys historically outperformed girls in these subjects.
• What did the Save the Children study in 2016 reveal about boys and girls before school?

  Boys are nearly twice as likely to fall behind.
• What major societal change has impacted girls' educational achievement since the 1960s?

  The impact of feminism has challenged stereotypes.
• How have changes in family structures influenced girls' attitudes towards education?

  Increased lone mother households promote independence.
• What legislation has improved women's employment opportunities in recent decades?

  The 1970 Equal Pay Act and 1975 Sex Discrimination Act.
• What percentage of women were in work in 1971 compared to 2013?

  54% in 1971, 67% in 2013.
• How have girls' ambitions changed from the 1970s to the 1990s according to Sue Sharpe?

  Girls prioritized careers over marriage and family.
• What does Beck & Beck Gernsheim link to the changing ambitions of girls?

  Individualism and independence are increasingly valued.
• What did Fuller (2011) find about girls' views on education?

  Education success was central to their future.
• What role do equal opportunities policies play in girls' educational achievement?

  They promote awareness of gender issues in education.
• What are GIST and WISE policies aimed at?

  Encouraging girls in non-traditional careers.
• How has the National Curriculum impacted gender inequality?

  It made girls and boys study the same subjects.
• How do positive role models in schools affect girls' achievement?

  They provide non-traditional goals for girls.
• What did Stephen Gorard (2005) conclude about the gender gap and GCSEs?

  The gap increased due to coursework assessments.
• What characteristics do girls exhibit that help them succeed in coursework?

  They are more conscientious and organized.
• What does Jannette Elwood (2005) argue about the influence of exams on the gender gap?

  Exams have more influence than coursework.
• How do teacher interactions differ between boys and girls?

  Teachers interact more positively with girls.
• What did Dale Spender (1983) find about teacher interactions?

  Teachers spend more time with boys.
• How do boys and girls differ in communication styles according to Swann (1998)?

  Boys dominate discussions; girls prefer cooperation.
• What impact does challenging stereotypes in the curriculum have on girls' achievement?

  It removes barriers to girls' success.
• What did the UN’s 2018 Gender Review recommend for curricula and textbooks?

  They should be free from gender bias.
• How do marketisation policies affect girls' educational opportunities?

  Schools see girls as desirable recruits.
• What does David Jackson (1998) say about exam league tables and girls' opportunities?

  High-achieving girls attract good schools.
• Why are boys considered 'liability students' according to Roger Slee (1998)?

  They are more likely to have behavioral difficulties.
• What did Archer et al (2010) study about working class girls?

  They face a conflict between identities and school values.
• What is 'symbolic capital' according to Archer?

  Status and recognition obtained from others.
• How do working class girls gain symbolic capital?

  By performing hyper-heterosexual feminine identities.
• What impact does having a boyfriend have on working class girls' aspirations?

  It lowers their interest in higher education.
• How do working class girls cope with the dilemma of identity and education?

  By defining themselves as "good underneath".
• What did Evans’ (2009) study find about working class girls' motivations for university?

  They want to help their families financially.
• Where did the girls in Evans' study want to attend university?

  They wanted to go to a local university.
• How do working-class girls cope with identity conflict in education?

  By defining themselves as "good underneath"
• What did Evans' (2009) study find about working-class girls' aspirations?

  They wanted to attend university to help families
• What is a key feature of working-class habitus according to Archer?

  A preference for local universities
• What is one reason for boys' underachievement in education?

  Poor literacy and language skills
• How do boys' leisure activities affect their literacy skills?

  They do little to develop language skills
• What impact has globalisation had on traditional male jobs?

  It has led to a decline in heavy industries