Sociology Exam

1. Sociology Exam Education

2. ITEM A. Girls are now doing better than boys in GCSE and A level,. And there are now more females than males in higher education. In part this is the result of changes in policies by government, local authorities and others, and of changes in practice by teachers. However, evidence suggests that some other gender differences in education have greatly changed. For example, as Coffey notes girls and boys follow different “gender routes” through school, choosing different subjects to study. The hidden curriculum also plays an important part in influencing boy’s and girl’s experience of school. Schools often have an informal status hierarchy which gives high status to heterosexual masculinity and devalues femininity and subordinate, less “macho” forms of masculinity. This status hierarchy acts as a form of social control which Mac an Ghaill refers to as “gender regime”

3. ITEM B From as early as 22 months, children of parents in the higher social classes I and II with higher educational levels are already 14 percentage points further up the scale of educational development than children of classes IV and V parents with low educational attainment. Poverty also affects the likelihood of progressing through school to attain formal educational qualifications. Foe example, truants are more likely to have parents from poorer backgrounds, in low-skilled rather than managerial jobs, living in council housing. Similarly, children excluded from school are more likely to be from poorer families, have disrupted family circumstances or be from schools with a high level of disadvantage. At GCSE, West found that low income could account for 66% of the difference in attainment within a local authority area. Similarly, McCallum and Redhead found that GCSE success was associated with higher levels of home ownership and lower levels of employment.

4. Question • (a) Explain what is meant by the “hidden curriculum”. (Item A, line 7) • (b) Briefly describe two examples of ways in which a “gender regime” may operate in school (Item B, line 12) • (c) Suggest three factors that may explain why girls often choose to study different subjects from boys. (Item A, line 6-7) • (d) Identify and briefly explain two changes in policies which may have led to improvements in girls performance. (Item A, line 2-3)

5. (a) Hidden curriculum • The hidden curriculum is the norms and values taught to children through the educations system. • 0/2. Is not precise enough to get marks. • Although it may involve norms the point is that IT COMPRISES OF THINGS THAT CHILDREN LEARN IN SCHOOL WITHOUT IT BEING PART OF THE FORMAL CURRICULUM. • Eg – learn to be competitive

6. (b) examples of the gender regime • A gender regime may operate in school by means of teacher’s expectations. For example, they may expect more of girls, such as being neat in their work, handing it on time etc, whereas they allow boys to get away with more. • Another reason is that girls and boys are socialised differently, so that girls learn better linguistic skills whereas boys are more active( eg playing football). This helps girls to achieve better in language – based subjects at school. • 2/4. first one is good because it discusses an aspect of schooling that gives a hierarchy. But 2nd point is not about how they are treated unequally. • Could have used the bullying of boys who don’t like footie

7. (c) Girls choose different subjects • Peer pressure may account for differences in girls’ and boys’ subject choices. Friends may tease a boy for choosing a girls’ subject like home economics. • Career plans play a big part, especially when choosing vocational courses. For example, as particular career tends to be for one gender rather than the other (eg childcare is a ‘female’ career) then boys are not likely to choose childcare courses. • A third factor is early socialisation. Studies show that girls and boys are encouraged to play with different toys (eg construction toys for boys and dolls for girls). This encourages an interest in ‘things’ for boys and ‘people’ for girls which can affect subject choice (eg sciences for boys and humanities for girls)

8. ( C) • 6/6 • A thorough answer • Could also include pressure from teachers, the way some subjects are taught or role models.

9. (d) 2 changes in policies • One policy was the introduction of coursework, which came into GCSE with the 1988 Education Act. Girls tend to do better than boys at coursework as they are better organised and take greater care to produce good work, so this helped them to improve relative to boys. • Another policy is what Sue Sharpe found, where girls nowadays have changed their priorites and are more determined to do well (eg because they have better roles models). Before (in the 1970s) they were content to fins a husband and settle down to raise a family. Now they want a successful career fist and this needs qualifications.

10. (d) • 4/8 • Score all 4 for the first point. • Second point isn’t a policy so it doesn’t answer the question. • Be clear what a policy is (plan/ programme or measure taken by official bodies/ organisations/ governments/ local councils/ schools) • Could use: GIST (girls into science and technology). Equal opportunities, scrapping 11+(which made girls get a higher mark to pass)