Gender is the state of being male or female, typically used with reference to social and cultural differences, rather than biological ones (Oxford Dictionary. 2013). Conflict theory view women as the most disadvantaged of the genders because of the power inequalities that exist between men and women, that are built into todays social structure. (Anderson, M.L. and Taylor, H.F. 2009). Such as the inequalities with pay, even though the equal pay act was passed in 1963, women still on average earn 19.7% less than men (Cameron, D. and Wilkinson, A. 2014).
Whilst education is the process of learning new skills and knowledge that usually prepares people for further education or work. For both boys and girls the education process is different and …show more content…
This was because it was believed boys were to be the breadwinner and meant to provide for women. When girls where then allowed to start school as well as boys their were still fewer spaces for them and girls were still less likely to be sent to school by their parents (Cole, M., 2012). A considerable amount of the girls that did go to school were mostly upper and middle class children, however they still did not gain access to the same curriculum as the boys. Girls were taught vocational skills such as sewing whilst boys were taught academic subjects such as English and Math’s. Anna Davin, 1990 suggests that the purpose of this mass schooling was to pose an ideal family form of a male breadwinner and an economically dependent, full-time housewife and mother (Cole, M., 2012). However since moving through time education has started to become more equal for boys and girls, when more girls started to go to school women began to perform better and achieve greater things. This had an impact on younger girls and they’re aspirations in life started to change. Sharpe (1976-1994) found that between these times girls goals had moved from wanting love and marriage to developing a want for a good career. Sharpe believes this was caused by women’s educational success though gradual improvement (Bryant, L., …show more content…
(Bryant, L., 2011). Functionalists agree that education may be seen to a clear-cut division of labor between husbands and wives through curricular specialization of the sexes in school. Providing better opportunities for boys as the potential breadwinner (Acker, S. et al. 1984). The ‘hidden curriculum’ that education contains helps to socialize students into their place into society, by creating passive and calm girls ready for the expressive role and independent aggressive boys. Heaton and Lawson (1996) support this view, believing that certain subjects are aimed at different gender groups that helps to teach people their place in society. Byrant, L., 2011). However there is a counter argument to the feminist view. This difference in the curriculum only takes place after the age of 14, a common feature of each national curriculum is that between the ages of 5-14 all boys and girls must study required subjects or curricular areas. All pupils are entitled to develop the same learning skills, and experience the same areas of knowledge. This is an important means of insuring that boys and girls have equal opportunities to learn. In theory this removes the possibility that schools
Whilst education is the process of learning new skills and knowledge that usually prepares people for further education or work. For both boys and girls the education process is different and …show more content…
This was because it was believed boys were to be the breadwinner and meant to provide for women. When girls where then allowed to start school as well as boys their were still fewer spaces for them and girls were still less likely to be sent to school by their parents (Cole, M., 2012). A considerable amount of the girls that did go to school were mostly upper and middle class children, however they still did not gain access to the same curriculum as the boys. Girls were taught vocational skills such as sewing whilst boys were taught academic subjects such as English and Math’s. Anna Davin, 1990 suggests that the purpose of this mass schooling was to pose an ideal family form of a male breadwinner and an economically dependent, full-time housewife and mother (Cole, M., 2012). However since moving through time education has started to become more equal for boys and girls, when more girls started to go to school women began to perform better and achieve greater things. This had an impact on younger girls and they’re aspirations in life started to change. Sharpe (1976-1994) found that between these times girls goals had moved from wanting love and marriage to developing a want for a good career. Sharpe believes this was caused by women’s educational success though gradual improvement (Bryant, L., …show more content…
(Bryant, L., 2011). Functionalists agree that education may be seen to a clear-cut division of labor between husbands and wives through curricular specialization of the sexes in school. Providing better opportunities for boys as the potential breadwinner (Acker, S. et al. 1984). The ‘hidden curriculum’ that education contains helps to socialize students into their place into society, by creating passive and calm girls ready for the expressive role and independent aggressive boys. Heaton and Lawson (1996) support this view, believing that certain subjects are aimed at different gender groups that helps to teach people their place in society. Byrant, L., 2011). However there is a counter argument to the feminist view. This difference in the curriculum only takes place after the age of 14, a common feature of each national curriculum is that between the ages of 5-14 all boys and girls must study required subjects or curricular areas. All pupils are entitled to develop the same learning skills, and experience the same areas of knowledge. This is an important means of insuring that boys and girls have equal opportunities to learn. In theory this removes the possibility that schools