gender

• girls outperform boys in most subjects
• EXTERNAL FACTORS 1. changes in girls ambitions

  changes to employment to increases girl work ambitions and opportunities - changes in law motivates girls work ambition to achieve successful careers

  AO3 - gender roles still unequal - dual burden, some women still earn less than men
• EXTERNAL FACTORS 2. changes in the family

  rising single parent families affect girls attitude to education - single mums breadwinner role = new role model to be financially independent + do well in school

  rising divorce rates - dont rely on husband for money

  AO3 - khan asian family life also stops girls achieving as its more controlled
• EXTERNAL FACTORS 3. leisure time

  boys an dgirls do different activities outside school. mcrobbie girls 'bedroom culture' of working hard + neat reading to help school skills whereas boys do physical activities doesnt contribute to education

  AO3 - girls outperform boys in PE
• EXTERNAL FACTORS 4. gender socialisation

  boys socialised to being physical and competitive conflciting school values of listening and sit for long hours so they lag behind girls as learning style isnt recognised - spend more time on sports so less focused to study

  AO3 - girls outperform boys in PE challenging gender socialisation leads to less progress
• EXTERNAL FACTORS 5. literacy

  boys see reading feminine as mums read to babies so lack role models for reading + loose interest only reading non fiction but girls read fiction and increase literacy skills

  25% high school boys read for pleasure

  AO3 - schools aware and put work into this
• EXTERNAL FACTORS 6. changes in economy and jobs

  globalisation led to decline in manufacturing jobs as we import good now so few manual jobs w/c men do so dont see a point in working hard as theres no jobs for them anyway (fatalistic) office service sector jobs suit women skills so w/c boys face crisis of masculinity with no place in work and dont both trying

  AO3 - manual jobs gone didnt need qualifications so should affect motivation
• INTERNAL FACTORS 1. labelling and SFP

  teachers positively label girls hardworking but boys seen distruptive and negatively labelled so develop SFP. gender labels start in primary with both messing but only boys labelled class clowns with negative reputation and may lead to misallocation of sets

  AO3 - may be due to ethnicity not gender
• INTERNAL FACTORS 2. equal opportunities policy

  more equal opportunity for girls in education to avoid stereotypes - GIST, WISE to encourage girls to study male dominated subjects

  AO3 - men still dominate maths and physics
• INTERNAL FACTORS 3. coursework

  coursework favour girls as it fits their mode of learning better than exams as theyre more organised and better at deadlines characteristics common in girls due to gender socialisation

  AO3 - coursework is only a small percent of results minimal role yet girls still outperform
• INTERNAL FACTORS 4. subcultures

  w/c boys pressured by peers to conform to traditional masc forms to fit in - being studious seen as girly so form laddish subcultures to demonstrate masculinity - act tough, distrupt work + police each others behaviour from stereotypes affects educational success matcho lads 3 F

  AO3 - more of a class issue, girls also can form anti subcultures
• INTERNAL FACTORS 5. feminisation of education

  schools most teachers are female so more role models for girls to raise aspirations schools dont match masculine traits as much as girls so lack of male role models making boys uncomfortable 14% primary teachers men

  AO3 - boys dont care of gender need fun but firm

  men overrepresented in leadership of school
• AO3

  not all girls do well in school it depends on social class and if they have cultural capital eg. archer girls feminine identity of hyper heterosexual feminine identity
• GENDERED SUBJECT CHOICE EXTERNAL

  gender socialisation of gender identity for girls to be kind and caring and boys to be adventerous which influences subject choice

  gender domains of real or imagines male or female subjects - peer pressure

  employments gendered - professions so more likely to pick subjects to fit
• GENDERED SUBJECT CHOICE INTERNAL

  peer pressure to pick gender stereotypical subjects or get bullied

  career advice encourages gender domain subjects

  learning resources include gender stereotypes
• uk has gender binary - your male or female

  eg. teachers tell boys to 'man up'

  male gaze

  peer pressure for girls to look pretty + police appearence
• ringrose - hegemonic masculinity is encouraged and valued in schools and femininity is devalued as seen weaker

  can be toxic and justify violence or SA + homophobia with double standards of sexual behaviour lads vs slags