Bibliography: Lynda Measor and Patricia Sik

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Added on 2019-12-18

Bibliography: Lynda Measor and Patricia Sik

Added on 2019-12-18

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Table of ContentsMain body........................................................................................................................................1Bibliography..........................................................................................................................................................3

Bibliography: Lynda Measor and Patricia Sik_2

Main bodyLynda Measor and Patricia Sike identify the influence of gender on pupils’ achievementineducation. They examine pupils’ experience of gender role stereotyping in secondary school andhow the expectations placed on them contribute to their success or failure. In particular,they suggest that, “schools prepare each sex for quite different styles of life”, and that“Girls leave school unqualified or under-qualified for paid work in the labour market”(Measor and Sike, 1992). They acknowledge that boys’ expectations of work are also affectedby the ‘roles’ they are expected to fulfil. Indeed, Adams (1996), studying the design of‘competencies’for jobs, notes that there is also a difference in expectations of women’s and men’s behaviourat work, even when those men and women hold the same post.Clearly then gender shapes expectations, thus affecting the outcome of education andtraining. However, whether gender is the dominant factor affecting learning outcomes isdebatable. Research by Troyna & Hatcher (1992) and Mac an Ghaill (2008), suggests thatexperience of racial and ethnic difference in schools has as strong an effect on educationaloutcome as gender. In one study black pupils responded to racism within education indifferent ways, some by rejecting the expectations placed on them and others by resistingthe system but nevertheless achieving above-average results. Interestingly, both thestudies on gender and those on race and ethnicity identify social class as having afundamental effect on educational outcome. While gender and race has been seen as keybarriers to achievement, the underlying mechanisms of social class create barriers to theadvancement of both boys and girls of all races and ethnicities in the education andtraining systems.For example, in Britain the remnants of a strongly divided social class system have aneffect on education. CLMS’ summary of the work of Andy Furlong identifies factors such as,“...poverty, overcrowding, differences in values and attitudes towards education, teachers’attitudes ... and the type of jobs which are available locally”, all of which influence theoutcome of education. Thus, while education in Britain is supposed to offer equalopportunities to all pupils, CLMS shows that these factors are all, “associated with social1

Bibliography: Lynda Measor and Patricia Sik_3

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Bibliography: Lynda Measor and Patricia Sik