Gender and Educational Achievement - Gender identity Flashcards Preview

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Flashcards in Gender and Educational Achievement - Gender identity Deck (17)
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1
Q

What did Skelton et al. (2007) notice about gender roles?

A

Boys and girls acted them out in opposites

- shaped by early experience in subconscious of children.

2
Q

How did Connell summarise verbal abuse in boys?

A

‘a rich vocabulary of abuse’ e.g. putting girls down for certain actions.

3
Q

How does verbal abuse develop and reinforce the gender identity in boys?

A
  • Helps shape it.
  • Maintain male superiority and power by name calling
  • Lees (1986) - ‘slag’ or ‘drag’ even though it often beared no relation to pupils sexual behaviour.
4
Q

What did Mac an Ghaill find with male peer groups?

A
  • W/C macho lads were dismissive of hardworking w/c boys who they called ‘dickhead achievers’.
  • ‘Real Englishmen’ tried to project an image of effortless achievement.
  • Macho lads = lower school masculine identity.
  • Real Englishmen = 6th form masculine identity.
5
Q

What did Haywood + Mac an Ghaill find with teachers and discipline with boys?

A
  • Male teachers told boys off for behaving like girls.

- Teased for getting lower marks than girls.

6
Q

What did Askew + Ross find with teachers and discipline with boys?

A
  • Male teachers behaviours subtly reinforce messages about gender e.g. teachers helping indanger female teachers.
7
Q

What is the ‘male gaze’ in relation to gender identity?

A
  • Male pupils and teachers look girls up and down like sexual objects.
  • Girls dress up to what is attractive to ‘male gaze’.
  • Male gaze = a form of surveillance; dominant heterosexuality and masculinity reinforced.
  • Proves masculinity to their peers, not displaying it = girl?
8
Q

What does double standards have to do with gender identity?

A
  • Lees (1993) boys boast of sexual exploits, but if a girl is equally as sexually promiscuous she is a ‘slag/slut’.
    = even dressing differently.
    = multiple partners unfavourable for girls.
  • Sexual conquest approved of by male peers.
9
Q

In terms of girls gender identity, what does Archer (2010) say is a reason for class differences

A
  • There is a conflict between w/c girls’ feminine identities and the values and the ethos of the school.
10
Q

What did girls ‘gain’ if they performed w/c feminine identities?

A

Symbolic capital

11
Q

According to Archer (2010) how is symbolic capital attained with w/c females?

A

1) Hyper-heterosexuality feminine identities
2) Boyfriends
3) Being loud

12
Q

What is a Hyper-heterosexuality feminine identity?

How do Hyper-heterosexuality feminine identities effect female w/c achievement?

A
  • Spending wages on identities like Nike or sportswear
    = prevention of being called a ‘tramp’ by peers.
  • Brings them into conflict with the school
    = punished for their appearance.
    = saw it as a distraction for engaging in education
13
Q

How do boyfriends effect female w/c achievement?

A
  • Brought symbolic capital but got in the way of schoolwork and lowered the girls aspirations.
    = lowered interest in Uni or masculine subjects.
    = instead chose to settle down.
14
Q

What is punishment for girls symbolic capital also known as?

A

Symbolic violence

15
Q

How does ‘being loud’ effect female w/c achievement?

A
  • Outspoken, independent, assertive female e.g. questioning teacher’s authority.
    = not the ideal pupil which is passive and submissive.
    = interpreted questioning as aggressive.
  • w/c girls stuck between gaining symbolic or educational capital.
16
Q

What did Evans (2009) find in her study of 21 w/c girls?

A
  • Wanted to go to Uni but also to help their families.
17
Q

What did Archer (2010) say was key to the w/c female habitus, and how did this effect their chances?

A

Locality
- local + familiarity > distance
= excluded from elite unis