Gorard found that the gender gap in achievement was stable from 1975 up until 1988 when it increased rapidly. This was when GCSE and with it coursework was introduced. Mitsos and Browne support the view that GCSE’s favoured girls as they were more successful in coursework due to the fact that girls are seen to be more careful with their work, more likely to spend longer on their work and meet deadlines. However, Ellwood argues that although coursework has had some influence, exams themselves have a greater influence in the final grade. Therefore this does not create a significant gap between gender differences.
With the introduction of GCSE’s came coursework with the majority of subjects studied in schools. Girls seem to be more successful in coursework because they spend more time on their work, are more conscientious of the way their work is presented and are more organised and better at meeting deadlines. All these factors can be seen as an advantage for girls in terms of final
This undermines their motivation and self-esteem therefore they give up on trying to do well in education and have a fatalistic attitude towards it. Another reason why girls achieve better could be because of the changes in the family. There is now an increase of the number lone-parent female headed families and these changes are affecting girls attitudes towards education. This could be because an increased number of female headed lone-parent families means that
By the 1990s Sharpe went back to the same school and interviewed girls again and they had changed their priorities to careers and being able to support themselves by being more dependent rather than relying on a husband. Sue Sharpe has contributed to giving us an understanding of the way girls ambitions have changed, without this people would still assume women would want to grow up and be a housewife; looking after their children and doing domestic labour. A similar research was carried about by Becky Francis who asked girls about their career ambitions in 2001, most girls had
This story was written in the 1970s in the midst of what is known as the second wave feminist movement. Second-wave feminism tackled a lot of different issues for women: sexuality, role within the family, the workplace, reproductive rights, legal inequalities, and more. At a time when women were making gains in the professional work world, they even were seen more within the military, the media, and also the sports world. Second-wave feminism also focused on changing the frequency of violence with proposals for considering marital rape laws, and funding for things such as battered women's shelters, and changes in custody and divorce law to make them all less favorable towards the man and more equal for both parties. During this time, while women did have many more rights than ever before, they still had many expectations that usually were concerned within the home.
Intelligent people get better grades because they get higher CST scores. As a result I would want better grades so I am able to be in honors classes. I also want good grades because I could go to a better high school. In addition, I would rather be more intelligent because that no one can take it away from me. Another benefit of being smart is that I have a chance to go to a better college or university.
Women, were so unhappy without having rights and it made them feel less loved and wanted. With this theory being applied to this issue of Women’s Rights, they come out on top of the situation. It took 130 years or so for women to evolve in society. “Utilitarianism is a normative ethical theory that places the locus of right and wrong solely on the outcomes (consequences) of choosing one action/policy over other actions/policies. As such, it moves beyond the scope of one's own interests and takes into account the interests of others.” (Cavalier, 2002) With the Women’s Rights Movement, there were a lot of pros and cons that can about, mostly positives.
599). The union organizers wanted to improve working conditions for women during this era. Informing as many women as possible to protest for better working conditions as well as better pay. Since the nineteenth century women in the workforce have been under hostile conditions. Women continue to suffer penalties in the workforce for having children while working a job.
Aunt Alexandra was horrified with the fact that Scout did not live up to the standards society had of women. She believed Scout should be wearing dresses, not running around wild like a boy. To further outstretch this topic of stereotypes, an article published in August 2014 by The New York Times stresses the phrase 'throw like a girl' and the hidden aspects of it. On the second page of the article, the author speaks of stereotypes of the female community. "Such restriction, constriction, and fragmentation can be observed in many everyday movements, including the way a woman walks, sits, and carries books.
Their lives are more planned and thus have more direction. They have better problems solving skills and are consequently better equipped to handle everyday decisions. * Another trend noticed, is that children of educated parents are more likely to receive an education and have higher cognitive development, than children of uneducated parents. * Educated people are in a better position to contribute more positively to society and even towards the planet, as they understand the implications of their choices and actions. Why do we need to be Educated?