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So why do girls and boys pick different subjects?

So why do girls and boys pick different subjects?. Mummy why do people keep buying me pink things? Can’t they tell I don’t like pastel colours!. Reasons for gendered subject choice. Your task: Using pages 61-62 complete your mind map about gender and subject choice

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So why do girls and boys pick different subjects?

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  1. So why do girls and boys pick different subjects? Mummy why do people keep buying me pink things? Can’t they tell I don’t like pastel colours! Reasons for gendered subject choice Your task: Using pages 61-62 complete your mind map about gender and subject choice You have 20 minutes only for this task But why???? Be more toddler: When you see a pattern or ‘social rule’ always ask but why???

  2. This subject divide is explained by sociologists by examining 4 key areas: 1) Socialisation These arguments suggest that, at a very young age, children are ‘shaped’ into ‘Gender-Roles. This is spurred on by the process of ‘Canalisation’. Fiona Norman (1988) from an early age boys and girls are given different toys and encouraged to do different activities Oakley (1973): Gender Socialisation is the process of learning the behaviour expected of males & females in society Elwood (1998): Differences in socialisation leads to different attitudes towards & accordingly differences in subject choices between boys & girls. Boys tend to read information texts whilst girls generally opt for novels & real-life stories. Task: Now using page 60 explain why socialisation leads to different subject choices…

  3. Delamont (2000): From the earliest years girls are talked to and cuddled more, whilst boys are thrown around vigorously. Girls are seen as fragile, boys are not. Parents have different expectations of their children, socialised, play different games, expected to do different activities round the house. Carol Ross (1991): ‘Boys Don’t Cry’. Socialisation teaches & reinforces ‘Gender Domains’. Different tasks & expectations fall within either male or female domains. As such males/ females feel more confident within their set/ expected gender domain & thus choose different subjects. Patricia Murphy (1991): > Boys designed power boats & battleships / Girls designed cruise ships. > Boys designed sports cars / Girls designed family cars. > Boys focused on garage space in their adverts/ Girls on décor & kitchen design. Boys & girls interpret tasks differently. Murphy set 2 tasks for primary & secondary school pupils Design boats/ vehicles Write an estate agent advert for a house…………… P60

  4. 2) Gender Identity & Image: Many sociologists who study gendered subject choice argue that the subjects themselves have male/ female images. Kelly (1979): Science for Girls > Science Teachers more likely to be male > Textbooks & class examples usually draw on boys experiences & interests. > Boys monopolise equipment & apparatus. More information on page 61 Colley (1998): In 2007 the DfES found that gendered subject image was not such a problem in same-sex schools & therefore subject choice varied greatly amongst pupils in these schools. ICT / Computer based subjects are seen as masculine: > Machines are part of the male gender domain > Methodical & individual which appeals to boys. TASK: Go back to your questions from the article given to you at the start of the week and add in the evidence to explain the trends in subject choice.

  5. 3) Peer Pressure: Paetcher (1998): Girls who choose sport are often stigmatised as it is seen to fall within the ‘Male Gender Domain’. Peer pressure exerts a huge influence over subject choice. Dewar (1990): In her US study she found that girls would be labelled as ‘Lesbian’ or ‘Butch’ if they got involved in sports. This problem is lessened in same-sex schools where gender stereotypes are not so rigid. 4) Gendered Career Opportunities: Subject choice might also be influenced by the gendered employment patterns. Females are largely centred around four main areas (Clerical, Secretarial, Personal Services & Cleaning Work (men make up only 1/6 of workers in these areas.) Males are heavily involved in vocational courses which lead to more practical work.

  6. Gender, vocational choice and class. Carol Fuller (2011) Using page 62 explain the link Fuller makes between social class and gendered subject choices. How are schools involved in creating these social class and gender expectations?

  7. Transfer Exam questionsText books away- you can only use your mind map 1) Define the term ‘gender domains’ ( 2 marks) 2) Outline and explain two reasons why girls and boys choose to study different subjects (10 marks) This must include evidence from two sociologists and statistical data to support your points. Remember a ten mark question means that you need to write two peel paragraphs PEEEL Point Link back to the question Explanation Evaluation Evidence

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