gender - inschool

• girls achievement

  labelling- Becker suggests girls are more likely to be positively labelled. This creates a sfp raising girls self-esteem. Francis says teachers perceive boys as being naughty, expect bad behaviour and a lower standard of work. However, girls can be labelled too eg Fuller's study and wc boys are more likely to be labelled compared to mc.
• girls achievement

  labelling- Becker suggests girls are more likely to be positively labelled. This creates a sfp raising girls self-esteem. Francis says teachers perceive boys as being naughty, expect bad behaviour and a lower standard of work. However, girls can be labelled too eg Fuller's study and wc boys are more likely to be labelled compared to mc.
• girls achievement

  changes to the curriculum- removal of stereotypes in textbooks, GCSE and coursework Mitos and Browne argue girls are more successful at coursework because they are more organised. More equal opportunities as previously girls had to get 90% on grammar test compared to boys at 80%. Girls are able to study more as they have been socialised into bedroom culture. However, contemporary relevance as recent policies have removed coursework. Boys are still more likely to study academic subjects such as science. There are still double standards inside of school.
• girls achievement

  role models- more women in positions of authority in education which is important because it reinforces the importance of education. This has contributed to the feminisation of education. However, women are more likely to be in pastoral roles which reinforces stereotypes of the expressive role
• boys achievement

  feminisation of education - Sewell argues boys fall behind on education because it has become more feminised. For example, more female teachers, coursework based subjects and lower expectations. However, Weiner argues that media have exaggerated males underachievement causing a moral panic. Even if they are underachieving only 7 out of 100 women are likely to become ceo's
• boys achievement

  teacher labelling - boys are more likely to be negatively labelled and teachers are less strict with boys expecting lower standards. Francis found boys were disciplined more harshly and found teachers picked on them. They are less likely to respond to female discipline so are disadvantaged by lack of male teachers. However, Read argues that female teachers are able to discipline boys as they are trained with the same disciplinarian course.
• boys achievement

  laddish subcultures- mac + ghaill examined the relationship between school, work, masculinity and sexuality. They identified a specific subculture the macho lads which explains why boys underachieve. They are hostile towards authority and learning which lead them to their own ultimate failure. eg willis learning to labour. 12 wc boys formed a laddish subculture to achieve an alternate status. However, there are class differences in subcultues eg pro school and anti school