gender differences (DEA)

• Impact of feminism- Mcrobbie

  Since 1960s feminist movement challenged traditional stereotype of women's role of mum & housewife and there was success in improving women's rights and opportunities through changes in law they explain improvements in educational achievements as girls started to realise they can be more than just stay at home mothers.

  McRobbie study of girls magazines in the 1970s = emphasised importance of getting married & not being left of shelf but now they contain images of assertive, independent women. 
• Changes in family: Changes in family since 1970s=

  -increase in divorce rate

  -increase in cohabitation and a decrease in number of first marriages

  -increase in number of lone parent families

  this affected girls attitudes towards education as there was an increase of female headed lone parent families and therefore the mother of a daughter may now take

  on breadwinner role which creates a new role models for girls wanting to be financially independent woman and believing Women need well paid jobs and good qualifications.
• Changes in women's employment:

  1970 equal pay act = illegal to pay women less than men for work of equal value. 1975 sex discrimination act = outlaws discrimination at work. these changes encouraged girls to see their future in terms of paid work rather than housewives as there’s now more career opportunities which is an incentive for girls to gain qualifications.
• Girls changing ambitions- Sharpe

  Sharpe interviewed girls in 1970s and the 1990s he found a major shift in way girls see their future. In the 1970s girls had low aspirations and believed educational success was unfeminine and they priorities marriage, husbands and children

  by 1990s girls ambitions had changed and they had different priorities which was careers and being able to support themselves. Girls are now more likely to see their future as independent woman with careers rather than dependent on husband.
• INTERNAL FACTORS- GIRLS

  -equal opportunities policies

  -positive role models in schools

  -GCSE & coursework

  -teacher attention
• Equal opportunities:

  Policymakers are now aware of gender issues and teachers are more sensitive to avoid stereotyping and believe that boys and girls are entitled to the same opportunities and are part of mainstream thinking and influences on educational policies. GIST:girls into science & technology WISE:women into science & engineering encouraging girls to pursue careers in non traditional areas
• Positive role models:

  the Increase in female teachers and headteachers creates a positive role models for girls showing them women can achieve positions of importance and giving them non traditional roles to aim for encouraging girls to stay in education and aim for careers
• GCSE & coursework:

  Gorad-found that the gender gap in achievement increased sharply when GCSE was introduced Mitsos and Brown-the way pupils are assesed favours girls and concluded that girls are more successful in coursework as they're more conscientious & better organised than boys and girls spend more time on their work, take care with way it's presented and are better at meeting deadlines
• Teacher attention- Swann

  found that boys dominate class discussions whereas girls are better at listening and cooperating therefore teachers respond more positively to girls and give them more encouragement
• EXTERNAL FACTORS-BOYS

  -boys literacy

  -decline in manual labour
• boys literacy:

  (DCSF 2007) found that the gender gap was due to boys poor literacy and language skills as parents spend less time reading to sons as it’s seen as a a feminine activity as well as boys not having the same interests that develop these linguistic skills through girls ‘bedroom culture’
• decline in manual labour- Mitsos and Browne

  Since the 1980s there’s been a decline in heavy industries such and iron, steel and engineering resulting from globalisation of the economy.

  they state the decline in male employment opportunities has created an identity crisis for men

  and boys believe they have little prospect for getting proper job which undermines motivation and self esteem and they give up trying to get qualifications
• INTERNAL FACTORS- BOYS

  -feminisation of schooling

  -laddish subcultures
• feminisation of schooling- Sewell

  he states that boys fall behind as education has become feminised.

  -Schools don't nurture masculine traits such as competitiveness and leadership.

  -introduction of coursework has disadvantaged boys

  -lack of male primary school teachers has disadvantaged boys as lacking male role model
• Laddish subcultures:

  Growth of laddish subcultures contributed to boys underachievement. Epstein found that there is a construction of masculinity in schools as working class boys are likely to be harassed, labelled as sissies and subjected to homophobic verbal abuse if they appear to be “swots”
• EXTERNAL FACTORS-GIRLS

  -impact of feminism- Mcrobbie

  -changes in the family

  -changes in women’s employment

  -girls changing ambitions- Sharpe
• changes in women’s employment:

  • 1970 equal pay act= illegal to pay women less than men for work of equal value
  • 1975 sex discrimination act=outlaws discrimination at work

  these changes encouraged girls to see their future in terms of paid work rather that housewives as there’s now more career opportunities which is an incentive for girls to gain qualifications.