Gender differences in education
Introduction 'Choice' is a concept which tends to be regarded highly within any democratic society (Croxford, 2000). Allowing pupils to choose the subjects that they study, between the ages of fourteen to sixteen gives them more ownership of their curriculum, and reduces the likelihood that they will be alienated by an over prescriptive curriculum according to Croxford (2000). However, choice can become a problem when the individual responsible for making the choices can be influenced by the values and attitudes of others within society as well as structural barriers that they may encounter. It is believed that the introduction of the National Curriculum in 1988 had many implications for gender and education. Girls as well has boys would be legally required to study science until the age of sixteen, and boys would be required to take a foreign language as well as English up until the age of sixteen. Before the National Curriculum was implemented many girls had 'opted' out of science based subjects as these were often perceived as masculine subjects. As had many boys 'opted' out of languages, art and design and social studies as these were often perceived as feminine subjects (Kenway, 1995). This seminar paper shall firstly look at the underlying principles of the National Curriculum, then it shall look at the structure and content of the National Curriculum, and then
GENDER AND DIFFERENTIAL ACHIEVEMENT IN EDUCATION
GENDER AND DIFFERENTIAL ACHIEVEMENT IN EDUCATION In the past, education was almost always for boys; the education of girls was restricted in many ways. The early public schools were for boys only; the first public schools were for girls, such as Cheltenham Ladies College, were founded in the mid-nineteenth century. Following the education act of 1870, most girls and boys went to mixed elementary schools, but most secondary schools were single sex until the 1960's. In the tripartite system of secondary education for all established by the 1944 education act, there were fewer places for girls in grammar schools, and girls needed higher scores in the eleven plus test to get into a grammar school. Before the national curriculum girls tended to study subjects that would prepare them for their future roles as housewives and mothers. Subjects such as science were irrelevant to them. The introduction of the national curriculum saw girls become entitled to equal access to all subjects. Until then, many girls had dropped science subjects (especially physics and chemistry) as soon as they were able to. Girls now have to study science until the age of 16; however this problem has not yet been solved as a few girls tend to study science subjects in college and university. The national curriculum also made it possible for boys to learn subjects from which they had until then been
Gender and Education. Explanations of gender differences in subject choice notes.
Explanations of gender differences in subject choice. . Early socialisation Ann Oakley – gender role socialisation is the process of learning behaviour which is expected of males and females in society. Fiona normal 1988 : they take part in different activities, dress differently etc. parents tend reward boys for being ACTIVE and girls for being passive/ Schools also play important role Eileen briyne 1979! Show boys how to behave tough and show initiative and not be weak or behave like sissies. Girls supposed to be quiet helpful clean tidy not rough or noisy.! As a result of this different socialisation they develop different tastes in reading this results in different subject choices. Boys = science&maths... Girls=English! Gender domains. Naima Browne and carol ross (1991) childrens beliefs about gender domais shaped by early experiences and the expectations of adults! Gender domains = tasks and activites that boys are girls see as male or female territory. Therefore relevant to their gender.! Fixing cars, looking after a child etc. Children are confident in their own gender domain! Boys confident about cars girls confident about food nutrition! Boys and girls also interpret tasks differently! Patricia Murphy 1991 set primary and lower secondary pupils open ended tasks e.g. design boats and vehicles and right adverts etc. boys designed it with weapons, little
Gender oppression and how this manifests in education and society.
BSc Hons Social Work Year 1 Individual Behaviour and Social Process: Sociology Word count: 2268 Assignment: Students will examine an area of oppression of their choice, discussing hoe this manifests itself in society and how it impacts upon the lives of individuals and communities. In this assignment students are expected to apply learning from the Sociology element of the module. For the purpose of this essay the writer will look at gender oppression and how this manifests in education and society. The writer will also look at what impact gender has on the lives of individuals and communities. The place in which we are born may contribute to the way we live, think and act. Different cultures and religions have different attitudes, values and beliefs. Society is made up of a diverse range of people. Therefore, there are many different social divisions in which oppression can occur such as class, race, gender, age, disability and sexual identity. (Thompson, 2001:11). "Gender is the social aspect of the differentiation of the sexes. Sociological discussions in this area recognise that social rather than biological processes are the key to understanding the position of women (and of men) in society (Thompson, 2005:40)." Oppression is a negative outcome, which people experience through the cruel exercise of power in society or in a social group. Oppression suppresses the
Diversity - Gender and education Factors such as ethnicity, economic status and gender can affect educational outcomes
Factors such as ethnicity, economic status and gender can affect educational outcomes (Hughes, 1991). The 1944 Education Act promotes equality for children in school. In spite of this, it has been suggested that girls persistently tend to have different educational outcomes from boys (Hughes, 1991). There are many complex explanations linked not only to the educational process throughout history but additionally to social influence. The way in which children create their gender roles has an impact on the way they identify themselves and others. Stereotyping can impact on the way practitioners view children and can lead to discriminatory practice. It is vital to consider the hidden curriculum for unintentional signs of discrimination. Knowledge of legislation and initiatives that protect children's rights to an education irrespective of difference is of significance. As is the ways in which practitioners can promote equality. Through the use of key texts and the theories of experts it is possible to comprehend the impact that gender can have on learning and development. In the nineteenth century characteristics such as class, race and gender were detrimental factors which decided the form of education a child received. Hughes (1991) suggests this is due to the educator's role being to ensure each individual would be equipped to fulfil their predetermined role. Early attempts
Assess the role of education in society, in particular the link between education, social mobility, life chances, employment, race and gender.
Assess the role of education in society, in particular the link between education, social mobility, life chances, employment, race and gender. The role of education in society is mainly seen to provide a child with a curriculum and hidden curriculum; teaching them skills to mentally and socially prepare them for the outside world of employment. There are two views which are Functionalists and Marxists, who both take different opinions on the role of education. Marxists theorise that education is an unfair and corrupt system and Functionalists see education as a key role for a childs future in employment. Functionalists believe that education is essential for society, in order to help the economy thrive with educated workers. The theory is that whilst children are in school, the 'above average' students will be shifted away from the 'under achievers', this making it easier to push the 'clever' students towards rising up in society and to help the economy by taking on middle to upper class jobs. Then the 'under achievers' will be noticed by their 'hierarchy' and be pushed towards vocational education and eventually manual labouring jobs, this in itself will help with the economy's public sector also helping the economy thrive. This functionalist theory proves to itself that there needs to be some sort of system so that society can function together, otherwise society would
Changes in the social structure of education and its impact on class and gender inequalities
CHANGES IN THE SOCIAL STRUCTURE OF EDUCATION AND THE IMPACT ON CLASS AND GENDER INEQUALITIES Social structures are constructed frameworks of institutions within a social group that shape their members' behaviours and identities. The social context of our lives is not just a series of random events but is patterned in distinct ways and regulates the way we behave and how we develop relationships with one another. Knowledge of social structures and processes, whether they are economic, political, educational, military or religious, makes us aware of the forces that shape our lives and enable us to resist them or set about changes. The organisations and activities of these structures become the norms for our society. Every structure of society will have a relationship between that structure and social divisions and inequalities within society. Social divisions are defined as "substantial social differences between two or more categories of people" (Payne, G, 2006, p. 3). Divisions can overlap and interrelate and can consist of material and cultural differences. Since World War II reforms and political strategies have been put in place to attempt to provide more equality in our society but have they succeeded or simply heightened social inequality? Education is an important issue as it is through education that children learn the common values in their society,
How do the three factors of class, gender and ethnicity affect achievement in education?
People experience education throughout their lives and in many different settings. Some parts of education are informal but the main parts are formal where education takes place in schools and other institutions such as colleges and universities. Education is part of the process of socialisation and is an integral part of the social structure. Over the years, various sociologists have studied children's attainment in education and have found that class, gender nor ethnicity can be accounted for as the sole factor of affecting the educational achievement of pupils. However, all three do play a very large part. Class can be seen as a major factor which affects achievement. Before the 1870 Forster Education Act, education was seen as only being available for the wealthy and powerful. Working-class children received a short, basic education from church schools. The type of schools children attended and the education they received was dependent on their class background. Upper-class children attended public, fee-paying, schools, which strived to develop the qualities of leadership seen necessary for the reproduction of labour power. Middle-class children attended grammar schools, which were like public schools except they were less prestigious and charged lower fees and working-class children attended secondary modern schools, which taught basic literacy and numeracy. Once pupils
Assess the view that gender differences in achievement are largely the result of changes in the education system
Using information from Item A and elsewhere assess the view that gender differences in achievement are largely the result of changes in the education system (20 marks). Since the early 1990’s, girls have begun to outperform boys at most levels of the education system. According to Pirie in Item A, the modular courses and continuous assessment found in education today has been seen to favour the systematic approach of girls, compared to the old O level exam which typically favoured boys. These changes within the education system are seen as the main result of gender differences in education, nevertheless, external factors such as the impact of feminism and changes in the job market may also have influenced the increase in girl’s attainment. Firstly, it may be argued that the way pupils are assessed has favoured girls and disadvantaged boys. Gorard found that the gender gap in achievement was stable from 1975 up until 1988 when it increased rapidly. This was when GCSE and with it coursework was introduced. Mitsos and Browne support the view that GCSE’s favoured girls as they were more successful in coursework due to the fact that girls are seen to be more careful with their work, more likely to spend longer on their work and meet deadlines. However, Ellwood argues that although coursework has had some influence, exams themselves have a greater influence in the final
Assess the view that gender differences in achievement are largely the result of changes in the education system
Assess the view that gender differences in achievement are largely the result of changes in the education system (20 marks). For many decades it has been seen that girls have begun to significantly outperform boys at most levels of the education system. Many believe that the coursework courses and assessment throughout the year found in education today has been seen to benefit the organised way most girls learn and study, compared to the previous O level examinations which typically benefitted boys. Changes within the education system are seen as the main cause of gender differences in achievement, although external factors such as the increased impact of feminism and changes in the family may also have influenced the increase in girl’s results. A key change within education is the way in which teachers are seen to interact with pupils. Sociologist Jane and Peter French (1993) argue that interaction within the classroom between the teachers and boys was not that different to that of girls. However, it was seen that boys tend to get more attention from teachers in terms of punishments, and Spender (1983) found that teachers spend more time interacting with boys than with girls. Francis (2001) argues that while boys get more attention, they are disciplined more harshly by teachers and felt more picked on as teachers had lower expectations of them. Many such as Gorard
