Roles Of Gender In Educational Achievement

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Register to read the introduction… This had also led to teachers expectations of ‘lads’ to be low which has caused negative stereotypes and labels. All of these things have in turn caused many anti-school subcultures. Jackson did a study about how this ‘laddish’ behaviour is now being seen in some girls which could in fact mean that it is not only boys that have these negative labels but also girls. Another factor that may influence the achievement of girls is that girls now have a lot of higher role models and more opportunities in the future; this can lead to them working harder because they can see themselves being successful in the future.
Another In-school factor would be ethnicity, different ethnic groups achieve better than others in education, for example the highest achieving ethnic group is British Chinese and the lowest would be black African Caribbean boys. The reasons for these differences in achievement could be linked to family morals and attitudes to school. Teachers also have expectations of different ethnic groups which again, like gender can lead to positive and negative labels and stereotypes. The curriculum in schools could also lead to this due to it being
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The differences in class can lead to many home disadvantages such as material deprivation which means that students do not have enough money for resources such as private tutors, laptops, trips or uniforms; this will give them a disadvantage compared to middle class students. Working class students may also have other responsibilities to attend to such as looking after siblings or even disabled parents; this means that they do not have as much time to spend on studying. Parent’s attitudes towards school and education can also prove to be an impact, if a parent has a negative attitude to school and learning then the child will not have as much pressure or ambition to do as well. This idea of parent expectations links closely with ethnicity and how different ethnic groups view

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