Gender Dynamics in Educational Achievement: Trends and Influences

1. Give six facts about gender and differential educational achievement.

Gender differences in educational achievement have been observed through various studies and research. The provided facts highlight some of these differences and trends.

Explanation

Gender differences in educational achievement have been observed through various studies and research. The provided facts highlight some of these differences and trends.

2. What is the perspective of Mitsos and Browne (1998) on factors inside school regarding why girls are doing better?

They suggest that girls are naturally more academically inclined than boys, resulting in their higher performance.

They propose that schools are inherently biased towards girls, giving them unfair advantages over boys.

They argue that boys are inherently less intelligent than girls, leading to girls outperforming them in school.

3. Factors inside school - why girls are doing betterWhy have textbooks and teaching resources changed?

Factors inside school - why boys are doing better

Factors outside of school - why girls are doing better

Factors outside of school - why boys are doing better

The correct answer addresses the changes in textbooks and teaching resources specifically related to girls and their portrayal in passive roles, leading to their improved performance in schools.

Explanation

The correct answer addresses the changes in textbooks and teaching resources specifically related to girls and their portrayal in passive roles, leading to their improved performance in schools.

4. What factors inside school contributed to girls doing better academically?

Other authority or government initiatives discouraged girls from pursuing traditionally 'male' subjects.

The national curriculum did not have any impact on girls' academic performance.

Girls naturally excel in academic subjects without any external influence.

The national curriculum and initiatives like WISE and GIST played a key role in encouraging girls to excel in traditionally 'male' subjects like science.

Explanation

The national curriculum and initiatives like WISE and GIST played a key role in encouraging girls to excel in traditionally 'male' subjects like science.

5. How did GCSE coursework help girls achieve more?

Girls are inherently smarter than boys when it comes to academic performance

Girls have a natural aptitude for coursework and exams

Girls receive more support and resources in schools compared to boys

The correct reason why girls may perform better in GCSEs due to coursework is not because of a natural aptitude, inherent intelligence, or more support in schools, but rather because they may put in more effort, be better organized, and have longer concentration spans when completing coursework.

Explanation

The correct reason why girls may perform better in GCSEs due to coursework is not because of a natural aptitude, inherent intelligence, or more support in schools, but rather because they may put in more effort, be better organized, and have longer concentration spans when completing coursework.

6. Factors inside school - why girls are doing betterWhat are Swann and Graddol (1993) perspective?

Swann and Graddol (1993) believe that girls are naturally more intelligent than boys.

Swann and Graddol (1993) suggest that girls have a stronger work ethic than boys, leading to their better performance.

Swann and Graddol (1993) argue that girls receive better resources and facilities in schools compared to boys.

Swann and Graddol (1993) do not attribute high female achievement to natural intelligence, better resources, or a stronger work ethic. Their perspective focuses on the quality of interaction with teachers.

Explanation

Swann and Graddol (1993) do not attribute high female achievement to natural intelligence, better resources, or a stronger work ethic. Their perspective focuses on the quality of interaction with teachers.

7. What is Jackson 1998 perspective on boys not achieving?

Jackson 1998 blames teachers for not providing enough support to boys.

Jackson 1998 believes that boys are inherently less intelligent than girls.

Jackson 1998 thinks that boys are lazy and uninterested in academics.

Jackson 1998's perspective revolves around how school labels negatively impact boys' achievement, rather than inherent traits or blame on teachers.

Explanation

Jackson 1998's perspective revolves around how school labels negatively impact boys' achievement, rather than inherent traits or blame on teachers.

8. Factors outside school: why females do better? What are two policies that have impacted society as a whole and what have they done?

Healthcare reform and minimum wage laws. They have improved health outcomes for women, resulting in better academic achievements.

Social security benefits and retirement age policies. They have promoted financial independence for women, leading to higher educational attainment.

Affirmative action and Title IX. They have increased academic proficiency among females, leading to better performance in schools.

The correct answer highlights the impact of the Equal Pay Act and Sex Discrimination Act in creating equal opportunities for females and changing societal values, ultimately affecting academic performance. The incorrect answers provide different policies with their supposed outcomes, showing a variation in understanding of the impact of policies on female academic success.

Explanation

The correct answer highlights the impact of the Equal Pay Act and Sex Discrimination Act in creating equal opportunities for females and changing societal values, ultimately affecting academic performance. The incorrect answers provide different policies with their supposed outcomes, showing a variation in understanding of the impact of policies on female academic success.

9. Factors outside school: why females do betterWhat did Sue Sharpe find in 1994?

Girls are inherently smarter than boys

Girls have a genetic advantage in academic performance

Girls receive better education at home

Sue Sharpe's research in 1994 highlighted the changing priorities of girls towards careers, qualifications, financial independence, and work as positive role models. It did not suggest innate superiority over boys or genetic advantages, nor did it focus on home education as a determining factor.

Explanation

Sue Sharpe's research in 1994 highlighted the changing priorities of girls towards careers, qualifications, financial independence, and work as positive role models. It did not suggest innate superiority over boys or genetic advantages, nor did it focus on home education as a determining factor.

10. Factors outside school: why females do betterboys and girls spend their leisure time differently.

Factors outside school: why females do betterboys and girls spend their leisure time similarly, engaging in physical activities.

11. Factors outside school: why females do betterWhat did the feminist movement do?

The feminist movement primarily focused on increasing male expectations.

The feminist movement promoted inequality and negative stereotyping.

The feminist movement has no impact on females doing better outside school.

The feminist movement played a key role in changing societal norms and perceptions related to gender inequality, leading to increased awareness and empowerment among females.

Explanation

The feminist movement played a key role in changing societal norms and perceptions related to gender inequality, leading to increased awareness and empowerment among females.

12. Archer - females face problems at schoolWhat does Archer 2006 argue?

Archer argues that there are no gender differences in educational outcomes.

Archer argues that girls outperform boys in all aspects of education.

Archer argues that girls do not face any problems at school.

Archer's argument focuses on the idea that while boys may currently be underachieving in education, it does not mean that girls do not face challenges or problems in the educational system.

Explanation

Archer's argument focuses on the idea that while boys may currently be underachieving in education, it does not mean that girls do not face challenges or problems in the educational system.

13. Archer - females face problems at schoolHer views on high achieving asian and chinese girls?

14. Archer - females face problems at schoolHer views on high achieving black working class girls?

Archer - females face problems at schoolHigh achieving black working class girls are often ignored and overlooked by teachers.

Archer - females face no problems at school and high achieving black working class girls are always praised by teachers.

Archer - females face problems at schoolHigh achieving black working class girls are given extra support and resources by teachers.

In her research, sociologist Diane Archer found that high achieving black working class girls were negatively stereotyped by teachers, being labelled as loud and aggressive.

Explanation

In her research, sociologist Diane Archer found that high achieving black working class girls were negatively stereotyped by teachers, being labelled as loud and aggressive.

15. What does Archer conclude about females facing problems at school?

Archer thinks that school problems have no gender-specific impacts.

Archer - females face problems at schoolconcludes that the ongoing of girls is 'fragile and problematic'

Archer believes that girls are stronger than boys in school.

Archer suggests that girls do not face any unique challenges at school.

Archer's conclusion of girls facing 'fragile and problematic' situations at school highlights the challenges and vulnerabilities specific to female students in an educational setting.

Explanation

Archer's conclusion of girls facing 'fragile and problematic' situations at school highlights the challenges and vulnerabilities specific to female students in an educational setting.

16. What are some reasons why boys may underachieve and how is this related to an identity crisis?

Boys underachieve due to lack of parental involvement and support.

Girls are inherently smarter than boys, leading to underachievement.

Boys underachieve because they are lazy and unmotivated.

17. According to interpretivists, what is a reason why boys underachieve in school?

Boys are inherently less intelligent than girls and therefore underachieve.

Boys are not interested in academics and prefer sports and other activities outside of school.

Boys receive less school funding compared to girls, leading to underachievement.

Interpretivists believe that teachers' lower expectations of boys can contribute to their underachievement by creating a self-fulfilling prophecy. This negative labeling may also lead to boys being more disruptive in class and at a higher risk of being excluded from school.

Explanation

Interpretivists believe that teachers' lower expectations of boys can contribute to their underachievement by creating a self-fulfilling prophecy. This negative labeling may also lead to boys being more disruptive in class and at a higher risk of being excluded from school.

18. What does the feminisation of teaching mean and how does it contribute to boys underachieving?

The feminisation of teaching means that boys are not provided with the necessary resources for education.

The feminisation of teaching means that girls are given preferential treatment in academics.

Reasons why boys underachieve:the feminisation of teaching means that boys don't have as many role models in school

The feminisation of teaching means that boys are inherently less capable of academic success.

The correct answer highlights the lack of male role models in teaching which can impact boys' academic performance negatively.

Explanation

The correct answer highlights the lack of male role models in teaching which can impact boys' academic performance negatively.

19. Reasons why boys underachieve: What is reading perceived as by boys?

Reading is considered a favorite hobby for most boys.

Boys typically excel in reading compared to girls.

Reading is viewed as a sign of intelligence and strength by boys.

Reading being perceived as 'uncool' or 'girly' can lead to boys avoiding books and missing out on developing important communication skills.

Explanation

Reading being perceived as 'uncool' or 'girly' can lead to boys avoiding books and missing out on developing important communication skills.

20. Subculture: How can negative labelling and the practice of putting students into different streams or bands impact the formation of subcultures in school?

A) subculture: Negative labelling has no impact on students and does not lead to the formation of subcultures in school.

B) subculture: Putting students into different streams or bands increases unity and cohesion among students, reducing the formation of subcultures.

21. Name a sociologist and the year, who looked at why working class kids get working class jobs. What did he do in that study?

Durkheim 1920's looked at why working class kids get working class jobs. He conducted surveys on job preferences.

Willis, in the 1970s, specifically focused on the working class kids in the study known as the 'Willis lads', portraying the importance of social class and education in job outcomes.

Explanation

Willis, in the 1970s, specifically focused on the working class kids in the study known as the 'Willis lads', portraying the importance of social class and education in job outcomes.

22. Subculture: Who were the 'Willis lads' and what were they like?

Subculture: The 'Willis lads' were a religious group that focused on charity work and community service.

The correct answer describes the 'Willis lads' as individuals who rejected traditional education and formed an anti-school subculture, where having fun was prioritized over academic success.

Explanation

The correct answer describes the 'Willis lads' as individuals who rejected traditional education and formed an anti-school subculture, where having fun was prioritized over academic success.

23. What did Mac and Ghaill say about subcultures in 1994?

Mac and Ghaill said that subcultures are simple and easy to understand.

Mac and Ghaill said that subcultures only have one type that exists.

Mac and Ghaill said that subcultures are irrelevant in society.

Mac and Ghaill emphasized the complexity of subcultures in 1994, highlighting the various types that individuals may align with based on different factors like masculinity and academic achievement.

Explanation

Mac and Ghaill emphasized the complexity of subcultures in 1994, highlighting the various types that individuals may align with based on different factors like masculinity and academic achievement.

24. Give an example of a sociologist that talks about a positive subculture?

Durkheim 1897. He argued that subcultures always lead to social deviance.

Marx 1848. He believed that subcultures are a sign of societal failure.

Weber 1905. He claimed that subcultures are a result of individual laziness.

Subculture:Fuller 1980.she found that afro-Caribbean girls in London formed a subculture that worked hard to prove negative labelling wrong.

The question asked for a sociologist discussing a positive subculture, and the correct answer provides an example of a study where a subculture worked hard to disprove negative stereotypes, highlighting a positive aspect of subcultures.

Explanation

The question asked for a sociologist discussing a positive subculture, and the correct answer provides an example of a study where a subculture worked hard to disprove negative stereotypes, highlighting a positive aspect of subcultures.

25. How does gender socialisation influence subject choice?

Gender socialisation only affects career choices, not subject choices.

Gender socialisation has no impact on subject choice.

Subject choice is solely determined by personal interests and abilities, unaffected by gender socialisation.

Gender socialisation plays a significant role in shaping individuals' perceptions and choices regarding subjects of study, influenced by societal expectations and stereotypes associated with gender roles.

Explanation

Gender socialisation plays a significant role in shaping individuals' perceptions and choices regarding subjects of study, influenced by societal expectations and stereotypes associated with gender roles.

26. Different ways to explain gender and subject choice:Which sociologist found science perceived as a masculine subject?

Brown 1992 found that history is considered a feminine subject. Girls are more interested in history than boys.

Jones 2000 found that literature is viewed as a gender-neutral subject. Both boys and girls equally participate in literature studies.

Smith 1995 found that mathematics is seen as a feminine subject. Girls excel in math classes.

Throughout various studies, sociologists have explored the perceptions of different subjects in terms of gender. Kelly 1987 specifically focused on science and highlighted how it is often associated with masculinity, leading to boys dominating science classrooms.

Explanation

Throughout various studies, sociologists have explored the perceptions of different subjects in terms of gender. Kelly 1987 specifically focused on science and highlighted how it is often associated with masculinity, leading to boys dominating science classrooms.

27. How do parental and teacher expectations influence students' subject choices based on gender?

Parental and teacher expectations have no impact on students' subject choices.

Peer pressure is the primary factor influencing students' subject choices.

Students make subject choices based solely on personal interests and abilities, independent of external influences.