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Outline and assess the view that processes within schools may lead to gender differences in educational achievement.

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Introduction

Essay: Outline and assess the view that processes within schools may lead to gender differences in educational achievement. It could be said that to some extent the view that processes within schools may lead to gender differences in educational achievement is true. The theory of Interactionist looks at the individual rather than society; therefore it is a bottom up theory. Interactionist argue that the processes within the schools such as the hidden curriculum may lead students in gender differences in educational achievement, as what happens inside the school which is unwritten is what influences the individual in educational achievement, not the formal curriculum or what is written rule such as the subjects which is being studied influences the student to achieve. The sociologist Goffman explains that everyone in society is "presenting the self in everyday life". What he means is that everyone is a puppet of society and not in control of what they say or do, but in fact they are attached in strings and act for example in play, such as a female may play the role of a mother at home but play the role of a student at school. ...read more.

Middle

In effect the architectural arrangements could foster different type of teachings and learning, leading to differential gender achievement, for example the 'feel' of the classroom could be gendered making one gender feel more dominant and the other weak. Another factor which could contribute to gender differences in education achievement is time table. This has implications for both students and teachers. A timetable carries hidden messages about the importance and worth of different subjects and groups of students. For example in a classroom where there's twenty students, with seventeen boys and three girls then this will have an effect on their educational achievement, as the girls may feel they have 'no voice' and cannot speak and express themselves as there could be fear of intimidation or being laughed at as 'they are girls', the stereotype that girls are not clever, vice versa. Also the subject stereotype could be found in the timetables. This goes back to the traditional idea that girls should be doing subjects such as textiles or food technology, as it is seen as easy and feminine, while boys should be doing subjects such as Physics or PE, as it's more masculine and seen as hard subjects which requires more intellectual thoughts or strength. ...read more.

Conclusion

This could be due to maintaining the masculinity. He also found that while at work, these boys had the same attitude and said that real masculine work did not require education. To conclude, Willis is arguing that it is not the processes within the school which makes an impact on student's achievement but rather on the student's attitudes. Another factor which could be used to argue that processes within the school created gendered educational achievement is language and textbooks. What this means is that the use of language of students or maybe teachers is anti-female, for example comments such as girls should be naturally caring and do subjects related to their gender are common, while in textbooks it is found that it is anti female, as books often refer a person to 'man/men' and is often anti black. However, it could be said that in recent years, there has been changes in attitudes to or expectation of people and this is not gendered to males or females, and people do not associate females with the stereotypes of feminine or boys with the stereotype of masculine. In turn it could be said that students are not seen as attaining or achieving in education due to their ability but rather on their on merits and performance. ?? ?? ?? ?? Jusna Begum - FE02 ...read more.

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