GCSE Revision Leeds POLISGender and Sociology

SEX OR GENDER?Sex… • Biological difference between

men and women• Reproductive function of men

and women

…Gender• Socially or culturally

constructed• How a society defines

masculinity and femininity

Masculine or feminine?

Gender SocialisationPrimary In early childhood we learn the

norms and values of our society

Children imitate their parents

Rewards for acceptable behaviour

Punishment for socially unacceptable behaviour

Anne Oakley – Radical Feminist Sociologist. Family teaches gender norms and values.

Manipulation

Canalisation

Verbal appellation

Different activities

Gender SocialisationSecondary

Education

MASS MEDIA

Why are we interested?Stereotypes

Mass mediarepresentationsEDUCATIONAL

ACHIEVEMENT

Voting behaviorInvolvement

in crimeDOMESTIC

ROLES

Subject choice

Case study EducationTWO KEY DEBATES

How can we explain the gender gap in educational achievement?

How can explain the differences between female and male subject choices at GCSE, A level and beyond?

Why do more boys study computing and more girls study Drama?Why are females achieving

higher grades than males at every level of education?

Subject ChoiceNational Curriculum 1988Made many subjects compulsory to 16.Increased opportunities for girls in subjects such as Science. HOWEVER

Stables and Wilkeley 1996Where there was a choice of subjects girls and boys choose differently.Technology…..girls tend to choose food technology whilst boys opted for graphics or resistant materials.

What about A Level?Students have greater freedom and gendered subject choices become much more noticeable.

Computing

90% 10%

Further Maths

71% 29%

Sociology

24% 76%These figures are from the 2007 examinations entries data. More girls choose Sociology making it more female dominated than English, Drama, French and Biology.These gender differences continue at university level showing a clear gender preference for certain subjects.

But…Why?Early Socialisation

Fiona Norman 1988From an early age girls and boys are dressed differently, given different toys and are encouraged to take part in different activities. Parents tend to reward boys for being active and girls for being passive.

Murphy and Elwood 1998 This can lead to different subject choices – boys reading non-fiction and girls reading fiction – this helps to explain why girls prefer english and boys prefer science.

Gender domainsBrown and Ross 1991Children are shapes by their early experiences. What children see as male or female territory will influence how they respond to an activity.

Children are more confident when performing tasks within their gender domain. Given the same activity it could be interpreted differently by girls and boys.

Murphy 1991Asked children of both sexes to design a boat.

Subject image

Some subjects project a male or female image.

KellyScience seen as a boys subject• Science teachers

are more likely to be men

• Examples found in text books draw more from male interests and experiences

• In science lessons boys tend to dominate apparatus

Colley 1998Computer Studies seen as male because:Involves working with machines which is part of the male gender domainGirls find the tasks and teaching styles off-putting

Leonard 2006These stereotypes are seen less in single sex schools where they see girls making less traditional choices in subjects , girls more likely to study male-dominated subjects, attend university and earn higher salaries!

Peer pressureFriendship groups or other males or females may apply pressure to an individual if they disapprove of their choice.

Paetcher 1998Pupils see sport as within the male domain, girls who are interested in sport have to cope with an image that contradicts conventional female stereotypes.

Dewar 1990Male students branding a girl as “lesbian” or “butch” if she was more interested in sport than the boys.

But…..in single sex schools girls are more likely to choose traditional boys’ subjects – the absence of boys means that there is less pressure to conform to restrictive stereotypes of what a girl can or can not study.

Gender and career choiceEmployment highly genderedFemale jobs are seen as those that

link to the duties that a woman would traditionally perform within the home.

Over half of all female employment falls into these categories….clerical, secretarial, caring and cleaning. Only a sixth of all males work in these areas.

This gendered approach leads to different subject choices as boys get the message that a role as a nursery nurse in unacceptable then this will affect their subject choices.

Vocational courses are more highly gendered than any other area of education – childcare, engineering, beauty therapy all being key examples.

I have so much moreto say…..but I have

run out of time!Thank you……come to coaching to find out more!!!!!

Mrs G