So this has contributed to how we see society today, people notice girls doing better in school and genuinely how people see education. Sue Sharpe researched and investigated the ambitions of girls in the 1970s and the 1990s and compared them. Her results showed a major change in the way the girls saw their future. In 1974 Sharpe interviewed girls and resulted in low aspirations such as wanting children, marriage, and love as their main priorities. 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.
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.
In addition to this, the introduction of the National Curriculum in 1988 removed one source of gender inequality by making boys and girls study mostly the same subjects. The impact of equal opportunities can be seen as a key reason for the changes in girls’ achievement because schools have been made more meritocratic and so girls – who generally tend to work harder than boys, achieve more. It can also be argued that the way in which pupils are now assessed favours girls more than it does boys. Stephan Gorard found that the gender gap in achievement was fairly consistent, up until 1988/9 when GCSE examinations were introduced. With the introduction of GCSE’s came coursework with the majority of subjects studied in schools.
In the 20th century, women in most nations won the right to vote, this in return increased their educational and job opportunities. Which is a good thing compared to tests that were done in the 1960s that showed that women’s scholastic achievement were higher in early grades than in high school because the teachers and families of girls did not expect them to peruse anything but being a wife and mother (wic.org). I would say that that we have come a long way from the early 20th century. Women in positions of power or women who want to work their way to a position of power still tend to have a glass ceiling over them. This is because history tells us that men hold these types of positions women are gaining and proving that they can do just as well as a man in a position of power.
Women became more important members of society as depicted in (doc. A). They were to instill a sense of national pride in their children. Not all women were satisfied and wanted a bigger leap towards equality. Molly Wallace believed that “if [taught] to read, why not to speak?” (doc.J).
- What are the factor structure of girls’ education, girls’ self-esteem and women’s leadership? Hypothesis - Girls’ formal education can effectively influence women to become leaders - Girls’ formal education increases girls’ self-esteem - Self-esteem has an influence on their leadership - Girls’ formal education gives them skills and exposure that increases their self-esteem and helps them embrace their influencing power as women and become leaders 7. Scope of the
Sharpe’s believe this could be because of the changing attitudes of society in general towards women and the impact of feminism. Mitsos and Browne (1998) say that the service sector which is traditionally seen as women’s work has expanded. Employers usually like women in this sector as they have good communication skills and the rise in the employment of women has given girls the incentive to do well at school. Mac and Ghaill claim that the decline in male employment opportunities has led to an ‘Crisis of Masculinity’ as many boys now believe they have a less chance in a getting a proper job. 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.
Part A: identify and explain two ways in which gender may affect a pupils experience of education (17 marks) Gender plays a big role in experience of education within the school system. One way that it does this is through is that girls valued romance more than education and so this had an impact on these girls as they were performing poorly in school, this was an interview done in the 1970s by the sociologist Sharpe (1976), he later did another interview with another group of girls in the 1990s and he had found out that they were more career orientated and this was said to be because of the different opportunities that these young girls were given due to new school systems, back in the 1970s males were given a larger amount of opportunities
She wanted her family to have the same as she did. Catherine was good at increasing her central governments. She believed in education for girls. If it wasn’t for her girls probably wouldn’t t be able to go to school and get an education. Catherine the great established and developed the
In other words, rights of women help boost, when available, the economy, and decrease poverty. As Obama noted, “women struggle for their rights all over the word, not just under Islam” (Pollitt). However, in the