Effects of Gender on Education Essay -- Gender Education Sexuality Med

Effects of Gender on Education This topic is also strong discussed in many of the standard textbooks, but a bit stragglingly and a bit oddly. Thus Haralambos and Holborn (1990), or Barnard and Burgess (1996) have earnest sections specifically on gender and educational achievement. However, rather strangely, the section on education is treated almost entirely as a mixed bag of empirical matter and not linked very well to the former(a) admirable sections on gender generally, or gender in the family or work sections. This is especially odd in the Bilton et al (1996) classic, written by a team that includes a prominent feminist (M Stanworth) and which has good sections on genderas an organising pespective in the theory and methodology chapters. So, one suggestion is to take the sensible specifically on gender in education, but to read up the topics more widely and generally in the other relevant chapters as well. As before, Ill experiment to show how this might be done via my give birth glosses and interests Early work foc employ on female underachievement in the chunk education system, which was (finally) considered to be as much of a dysfunctional outcome as underachievement by working class kids ( see file on connections betwixt educational policy and functionalist models of stratification). If the educational reforms of the period in Britain after gentlemans gentleman War 2 were designed to make sure the most gifted kids got to the highest levels of achievement, we would expect as many girls as boys to hit those levels -- selective schools, sixth-form, interrogative success, university entrance or whatever. This was clearly not the case in the fifties and 1960s. These gender differences began to be explained initially using the same sort of factors that had been used to explain working-class underachievement. 1. Early theories suggested that females were not as able or as intelligent as males, and thither is still a hook of stuff around on relative brain sizes or supposedly innate cognitive limits. There are obvious objections to this view too, of family -- such as that the tests of intelligence are likely to be value-laden. Equally, there is a methodological problem, one which runs through all the work on gender that involves biological explanations - biological accounts are reductionist in that they try to reduce a number of complex social differences to one bare(a) set of biological differ... ... Hutchinson Hammersley M (ed) (1986) Case Studies in Classroom Research, Milton Keynes string out University Press Hammersley M and Woods P (eds) (1984) Life in School, Milton Keynes leave University Press Haralambos M and Martin M (1990) Sociology themes and perspectives, London Collins Education Harris D (1987) Openness and Closure in Distance Education, Basingstoke Falmer Press Kaplan A (1987) Rocking somewhat the Clock, London Methuen Kinder M (1991) Playing with Power in Movies, TV and telly Games, Los Angeles Universit y of California Press McRobbie A and Nava A (eds) (1984) Gender and Generation, London Macmillan Mulvey L (1982) Visual Pleasure and Narrative Cinema in Bennett T et al (eds) Popular video recording and Film, London BFI in association with the Open University Press Sharpe S (1976) solely Like a Girl, Harmondsworth Penguin Waites B et al (1981) Popular Culture one-time(prenominal) and present, London Croom Helm Whyld J (ed) (1983) Sexism in the Secondary Curriculum, London harpist and Row Willis P (1977) Learning to Labour, Farnborough Saxon House Woods P and Hammersley M (eds) Gender and Ethnicity in Schools ethnographic accounts, London Routledge