internal factors

• internal factors

  1. subject choice
  2. teacher attention
  3. GCSE and coursework
  4. role models
  5. stereotypes in curriculum
  6. selection and league tables
  7. pupil identity
  8. feminisation of education
• GIST and WISE 


  equal opportunities policy

  encourage girls to pursue careers in STEM
• 1988 reform act 


  introduced national curriculum

  made boys and girls study the same subjects - limiting gender inequality
• role models


  increase in women as headteachers

  e.g 1992 - 50% headteachers

  2020 - 74% headteachers

  created positive role models for girls
• mitsos and Browne

  girls more successful in coursework because

  • spend more time on their work
  • take more care with presentation
  • better at meeting deadlines
  • bring correct equipment to lessons
• when were GCSES introduced

  1986
• French and French


  analysed classroom interaction

  found boys received more attention due to misbehaviour
• Francis 


  boys got more attention for being given more harsh discipline
• Swann


  found gender differences in communication style

  boys - dominate class discussion

  girls - prefer pair/group work
• teacher attention

  1. French and french
  2. Francis
  3. Swann
• stereotypes in curriculum

  • research in 70s and 80s found that reading schemes portrayed women as housewives and mothers
  • physics books showed them as frightened by science
• Weiner 


  since the 80s teachers have challenged stereotypes

  e.g sexist images have been removed from learning materials
• Jackson


  introduction of league tables has improved opportunities for girls

  e.g girls more attractive to schools
• liberal feminists 


  march of progress view

  celebrate progress made so far

  believe further progress can be made by continuing development of policies, role models, overcoming stereotypes
• radical feminists 


  more critical view

  system still remains patriarchal

  
  

  e.g sexual harassment

  still more male headteachers

  still limited subject choice

  women still underrepresented in curriculum
• archer

  studied wc girls

  symbolic capital - refers to status, recognition, sense of worth that we are able to obtain from others

  found that girls gained symbolic capital from peers by performing wc feminine identities
• wc feminine identities

  • hyper-heterosexual feminine identities - makeup, sportswear,
  • boyfriends
  • being loud
• bourdieu


  symbolic violence - harm done by denying someones symbolic capital
• archer 


  ideal female pupil - de-sexualised, middle class girls
• educational capital


  having the right skills, attitude, knowledge to achieve in education
• Mitsos and Browne 


  crisis of masculinity
• Sewell


  feminisation of education

  school does not nurture masculine traits

  celebrates feminine attributes e.g methodological working

  sees coursework helps girls achieve

  should be more final exams and emphasis on 'outdoor adventure'
• yougov


  lack of male role models in education

  39% of 8-11 year olds had no lessons with male teacher
• boys and literacy

  argued that boys have poorer literacy skills

  reading may be seen as a feminine activity

  girls tend to have bedroom culture while boys have more leisure pursuits
• policies to raise boys achievement

  • raising boys achievement - range of teaching strategies
  • reading champions - uses male role models