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CULTURAL AND MATERIAL factors!
• Halsey et al (1980) point out that both cultural and
material factors are important in influencing children’s educational attainment. • England: family determines whether a child attends Comprehensive or private secondary education.
• On finishing Secondary education: more of a financial
issue whether an individual pursued further education or not.
• Tertiary level: material disadvantages become more
significant.
Gender & educational attainment
• Research up to first part of 1980s: though girls performed
as well as boys, they fell behind later on in their educational …show more content…
• SCIENCE & GENDER: ALISON KELLY: • Explains why science tends to be considered a masculine subject: • A) because science subjects are presented in a way that attracts boys more than girls e.g. the way the subject is presented does not give examples which can be understood by both boys and girls, instead, they gave examples derived from e.g. football or car racing, which forms part of boys’ experience more than girls’.
Girls’ Achievement: Becky Francis (2000)
• Francis states that at school, overall, girls get less attention
than boys. • Schools remain generally male-dominated, yet, there is little evidence to suggest that boys and girls are treated differently. • Francis notes that some things seem to have changed since the 1970s: • 1. Pupils no longer assume that girls are less academically able than boys. • 2. Boys too face some disadvantages. • 3. Education does note explicitly disadvantage one sex against another but sees education as being a gendered institution in which both sexes face problems to achieve their potential.
Boys’ Under Achievement
• Mitsos and Browne (1990s): • 1. Boys are under achieving and • 2. Girls still face certain disadvantages: • Girls are outperforming boys in GCSEs in all subjects
• Halsey et al (1980) point out that both cultural and
material factors are important in influencing children’s educational attainment. • England: family determines whether a child attends Comprehensive or private secondary education.
• On finishing Secondary education: more of a financial
issue whether an individual pursued further education or not.
• Tertiary level: material disadvantages become more
significant.
Gender & educational attainment
• Research up to first part of 1980s: though girls performed
as well as boys, they fell behind later on in their educational …show more content…
• SCIENCE & GENDER: ALISON KELLY: • Explains why science tends to be considered a masculine subject: • A) because science subjects are presented in a way that attracts boys more than girls e.g. the way the subject is presented does not give examples which can be understood by both boys and girls, instead, they gave examples derived from e.g. football or car racing, which forms part of boys’ experience more than girls’.
Girls’ Achievement: Becky Francis (2000)
• Francis states that at school, overall, girls get less attention
than boys. • Schools remain generally male-dominated, yet, there is little evidence to suggest that boys and girls are treated differently. • Francis notes that some things seem to have changed since the 1970s: • 1. Pupils no longer assume that girls are less academically able than boys. • 2. Boys too face some disadvantages. • 3. Education does note explicitly disadvantage one sex against another but sees education as being a gendered institution in which both sexes face problems to achieve their potential.
Boys’ Under Achievement
• Mitsos and Browne (1990s): • 1. Boys are under achieving and • 2. Girls still face certain disadvantages: • Girls are outperforming boys in GCSEs in all subjects