Sociological Debates in Education (Gender)

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Sociological debates in education (gender)
My study follows the male dominated sociological line of researching only into male adolescent activity…girls…. suffer a series of multiple oppressions which are beyond my experience and, like being adolescent in a black ghetto need researching and writing about by someone who has experienced these oppressions. Corrigan, Schooling the Smash Street Kids, 1979 Women’s aspirations and their image of themselves have profoundly altered in the past quarter of a century. Seventy per cent of the women surveyed say that they want to develop their careers or find employment, while only 50% regard having children as a goal. Less than a quarter of young women between 18 and 24 feel that women need a stable relationship to be fulfilled. Helen Wilkinson, 1994 Concern about gender and educational attainment focuses mainly on the extent to which females and males perform differently in different subjects and their tendency to study different subjects given the choice. However, it is not true that males generally attain more qualifications or higher grades than females at school, in fact the reverse is the case. When gender first began to be investigated by sociologists of education, the focus was largely on female under-achievement at every level of the educational system, and the ways in which traditional ideas about the proper role of women in society prevented them from achieving their full potential. However, females have markedly improved their educational performance during the 1980’s and 1990’s, so that the contemporary situation, while not without its problems and issues for girls in schools, or one where the educational opportunities open to females have possibly never been greater. Wilkinson (1994) argues that this is part of the Genderquake in which fundamental changes in attitudes towards female role in society has been achieved. Prominent among the ‘transformed circumstances’ of women is a more...
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