Gender And Educational Attainment: Teacher Expectations And Gendered Behaviour In The Classroom (Copy)
Gender and Educational Attainment: Teacher Expectations & Gendered Behaviour
Core Idea
| Concept | Explanation | Example |
|---|---|---|
| Teacher Expectations | Teachers hold gendered assumptions about pupils’ abilities and behaviour. | Boys expected to be disruptive, girls expected to be neat/quiet. |
| Gendered Behaviour | Boys and girls behave differently in classrooms due to socialisation and stereotypes. | Girls = cooperative; boys = competitive. |
| Impact on Attainment | Expectations and interactions shape achievement through encouragement or discouragement. | Girls rewarded for organisation; boys penalised for disruption. |
Teacher Expectations
| Aspect | Explanation | Example |
|---|---|---|
| Positive Bias for Girls | Teachers reward compliance and neatness. | Girls praised for tidy work. |
| Negative Bias for Boys | Boys seen as troublesome and undisciplined. | Stricter punishments for misbehaviour. |
| Self-Fulfilling Prophecy | Pupils internalise labels → achievement shaped. | Girls succeed due to high expectations. |
| Ideal Pupil Image | Teachers associate middle-class femininity with success. | Quiet, hardworking girls seen as “ideal.” |
Written and Compiled By Sir Hunain Zia, World Record Holder With 154 Total A Grades, 7 Distinctions and 11 World Records For Educate A Change A2 Level Sociology Full Scale Course
Gendered Behaviour in Class
| Behaviour | Explanation | Example |
|---|---|---|
| Boys Dominate | Boys take more teacher attention through interruptions. | Calling out answers without permission. |
| Girls Marginalised | Girls get less teacher time, often overlooked. | Teachers focusing on louder boys. |
| Discipline | Boys disciplined more frequently and harshly. | Higher exclusion rates for boys. |
| Peer Perceptions | Boys praised by peers for defiance, girls for conformity. | Boys respected for “acting tough.” |
Key Thinkers
| Thinker | Contribution | Example |
|---|---|---|
| Stanworth | Teachers overlook girls, forgetting names more often. | Girls marginalised despite good work. |
| Francis | Teachers discipline boys more, but give them more attention. | Boys dominate teacher interactions. |
| Swann & Graddol | Teacher interactions with girls more positive and encouraging. | Encouragement raises achievement. |
| Becker | “Ideal pupil” image aligned with feminine traits. | Quiet, hardworking girls labelled positively. |
Written and Compiled By Sir Hunain Zia, World Record Holder With 154 Total A Grades, 7 Distinctions and 11 World Records For Educate A Change A2 Level Sociology Full Scale Course
Consequences
| Consequence | Explanation | Example |
|---|---|---|
| Girls’ Higher Attainment | Positive labelling reinforces achievement. | Outperforming boys at GCSE/A-level. |
| Boys’ Underachievement | Negative labels and harsher discipline lower performance. | Boys excluded more often. |
| Gendered Subject Choice | Expectations push boys/girls into different areas. | Girls into English, boys into science. |
| Inequality Reinforcement | Gender stereotypes sustain long-term differences. | Workplace segregation linked to school labels. |
Quick Revision Phrases
- “Teacher expectations reinforce gender stereotypes.”
- “Girls rewarded for compliance, boys penalised for disruption.”
- “Self-fulfilling prophecy shapes outcomes.”
- “Gendered classroom behaviour reproduces inequality.”
Written and Compiled By Sir Hunain Zia, World Record Holder With 154 Total A Grades, 7 Distinctions and 11 World Records For Educate A Change A2 Level Sociology Full Scale Course