|
Answer
|
Hint
|
|
Edward & David (2000)
|
These sociologists suggest gender-differentiated primary socialisation gives girls an advantage in schools: -Girls are taught to conform to more formal standards of behaviour - for example, at home they are taught to sit still and read. -Boys are allowed to be noisier and more attention-seeking. |
|
Fiona Norman (1988)
|
This sociologist found from an early age, boys and girls are dressed differently, given different toys and encouraged to take part in different activities.
|
|
Patricia Murphy (1991)
|
This sociologist found: -Boys and girls pay attention to different details, even when tackling the same task. -In general, girls focus more on how people feel, whereas boys focus on how things are made and work. This helps to explain why girls choose humanities and arts subjects, while boys choose science. |
|
Redman & Mac An Ghaill (1997)
|
These sociologists found that the dominant definition of masculine identity changes from that of the 'macho lads' in the lower school, to that of the 'real Englishmen' in the Sixth Form:
-This represents a shift away from a working-class definition based on toughness, to a middle-class one based on intellectual ability.
-This reflects the more middle-class composition and atmosphere of the Sixth Form. |
|
Browne and Ross (1991)
|
These sociologists argue that children's' beliefs about 'gender domains' are shaped by their early experiences and the expectations of adults: -Gender Domain = the tasks and activities that boys and girls see as male or female 'territory' and therefore as relevant to themselves. -For example, mending a car is seen as falling within the male gender domain, but looking after a sick child is not. -Children are more confident when engaging in tasks that they see as part of their own gender domain. |
|
Anne Colley (1998)
|
This sociologist states: These subjects are portrayed as feminine: -Arts (textiles, fine art, etc.) -Humanities (history, geography, etc.)
These subjects are portrayed as masculine: -STEM (biology, graphics, engineering, mathematics, etc.) -Computing (involves working with machines, way it is taught = off-putting for girls - abstract) |
|
Sue Lees (1986, 1993)
|
In 1986, this sociologist found that boys called girls 'slags' if they appeared to be sexually available - and 'drags' if they didn't.
In 1993, she identifies a double standard of sexual morality in which boys boast about their own sexual exploits, but call a girl a 'slag' if she doesn't have a steady boyfriend or if she dresses and speaks in a certain way: -Sexual conquest is approved of and given status by male peers and ignored by male teachers, but 'promiscuity' among girls attracts negative labels. |
|
Gillborn & Mirza (2000)
|
These sociologists state that class has 5x more effect on educational achievement and ethnicity has 3x the effect compared to gender.
|
|
|
Answer
|
Hint
|
|
Alison Kelly (1987)
|
This sociologist argues that science is seen as a boys' subject for several reasons: -Science teachers are more likely to be men. -The examples teachers use and those in textbooks, often draw on boys' rather than girls' interests. -In science lessons, boys monopolise the apparatus and dominate the laboratory (class discussions), acting as if it is 'theirs'. |
|
Kirby (2000)
|
This sociologist suggests that communicative play (such as through organised social games like football), have been replaced with Xbox, TV and DVD: -Gaming is more popular with boys than girls, and whilst it may advance spatial and visual abilities, it does little to address language. -Boys' favourite leisure activities may not be doing much to help them catch up with girls in terms of language. |
|
Diana Leonard (2006)
|
This sociologist argues that girls in girls' schools (single-sex schools) were more likely to like maths and science A-Levels, while boys in boys' schools (single-sex schools) were more likely to take English and languages.
|
|
Oakhill & Petrides (2007)
|
These sociologists found that boys' interest in the content of what they read, influences their ability to understand it, while girls' understanding and performance is far less influenced by the content, so girls are better at handling tests in those subjects and topics which they don't have much personal interest in.
|
|
Eileen Byrne (1979)
|
This sociologist shows that teachers encourage boys to be tough and show initiative, not to be weak or behave like 'sissies'. On the other hand, girls are expected to be quiet, helpful, clean and tidy.
In an unspecified year, she states recent schools initiatives have tried to break the stigma surrounding talk about men's mental health. |
|
Andrew Parker (1996)
|
This sociologist found that boys were labelled 'gay' simply for being friendly with girls or female teachers.
|
|
Mitsos (1996)
|
This sociologist found: -Subjects are associated with gender identities. -Reading is seen as feminised. |
|
