Attitudes to School and the Curriculum in Year 2 and Year 4: changes over two years

Davies, Julie; Brember, Ivy

doi:10.1080/0013191940460303

Cited by 15 publications

(19 citation statements)

References 11 publications

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“…In contrast to boys, girls are generally perceived as more motivated, better-behaved and less demanding by teachers (Davies & Brember, 1995). In the longer term conformity appears to disadvantage girls.…”

Section: Gender and Educationmentioning

confidence: 96%

Perpetuating gender stereotypes in the classroom: a teacher perspective

Gray

Leith

2004

Educational Studies

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This paper discusses findings from a study funded by the Equality Commission for Northern Ireland (NI) to explore the promotion of gender equity in the classroom and the extent to which initial teacher training and in-service courses address gender issues. Data from a questionnaire survey of 344 teachers and the qualitative dimensions of the study suggest that teachers are generally aware of gender stereotypes in the classroom and that, despite their lack of training in gender issues, where appropriate, most attempt to challenge this type of behaviour. Concern was expressed with the role of teachers in unconsciously perpetuating stereotypes and the extent to which equality issues are directed more towards girls than boys.

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Section: Gender and Educationmentioning

confidence: 96%

Perpetuating gender stereotypes in the classroom: a teacher perspective

Gray

Leith

2004

Educational Studies

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“…Two studies of junior age children came up with remarkably similar ® ndings even though the instruments used were different. The ® nding that attitudes between the sexes were not signi® cantly different for 63% of the items suggests that boys and girls at 7 and 9 years are a more homogeneous group than might have been expected (Davies & Brember 1994a). The large scale longitudinal Junior School Project (Mortimore et al, 1988) examined 2000 children' s attitudes at 8, 9 and 10 years old.…”

Section: Introductionmentioning

confidence: 99%

The Closing Gap in Attitudes Between Boys and Girls: A 5-year longitudinal study

Davies

Brember

2001

Educational Psychology

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The attitudes of Year 2 boys (388) and girls (364) drawn from ® ve randomlyselected primary schools within one Local Education Authority (LEA) towards school and school activities were measured using the`Smiley' instrument. The same measure was given to the children 4 years later to explore the effect of experience on infant children's attitudes. Using sex and occasion as the independent variables, a repeated measures two-way analysis of variance was performed for each of ® ve scale scores plus the total score. Between Years 2 and 6 the sample became signi® cantly more negative towards the curriculum, interaction with the teacher and discipline (at the 0.001% level) and happier about interacting with peers (at the 0.5% level). While the boys were signi® cantly more negative towards the curriculum on both occasions, the girls' negativity grew faster in the junior years and was catching up with the boys' mean score by Year 6.

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mentioning

confidence: 99%

“…Research suggests that as a consequence of this self-regulating process, boys and girls develop common sense knowledge, attitudes and interests that differ in significant respects. The common sense knowledge that is available to boys on the one hand, and girls on the other, has common characteristics (Browne & Ross, 1991;Kimbell et al, 1991;Davies & Brember, 1995;Murphy, 1996Murphy, , 1997Murphy, , 1999White, 1996;Murphy & Elwood, 1998a;Cooper & Dunne, 2000).Within classroom settings, social representations such as gender are actively reconstructed through the activities of teachers and students; they are not given (Connell, 1987). Classroom settings therefore present students with an edited version of the gender arena.…”

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confidence: 99%

Boys don't write romance: the construcion of knowledge and social gender identities in english classrooms

Ivinson

Murphy

2003

Pedagogy, Culture & Society

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Teachers have been under pressure in the United Kingdom to devise pedagogic strategies to raise boys' achievement. This article reviews the emergence of the concept of a 'setting' from within the sociocultural literature as the basis for considering the interaction between gender and learning. The second section reports findings from an empirical study of two teachers in one school who taught the same creative writing activity to their classes. The strategies in each classroom to improve boys' achievement in English varied, and involved mixed, gendered seating and single sex grouping. The strategies had unintended effects in terms of how subject knowledge was realised, and therefore what was available to learn and by whom. To demonstrate and explain these effects we illustrate how hegemonic representations of gender were reconstructed in each setting and present individual cases to illustrate students' experience of the settings. How settings mediate the interrelation between gender and learning at the interpersonal plane of analysis are discussed, and the reconstruction of knowledge and social gender identities at the personal plane. Social and Political Context of the StudyThe article reports part of a wider study that has been investigating how schools in the United Kingdom have been reacting to the moral panic about boys 'under achievement', particularly in English. Concern over boys' achievement has been fuelled by the public availability of national test and examination results that suggest that girls have been 'catching up with boys' in science, mathematics and technology, while boys have not gained ground in languages (OEC/DfEE, 1996). However, more Gabrielle Ivinson & Patricia Murphy 90detailed analyses dispute this (Gorard et al, 2001). Nevertheless, local education authorities and schools have been obliged to respond to this by introducing ameliorative strategies to support boys' learning (Murphy & Ivinson, 2000). These strategies advocated at policy level treat boys and girls as homogeneous groups, and only differentiate between them in terms of achievement. We have been investigating the impact of some of these strategies, such as gendered seating (boy-girl-boy) and single sex teaching from a sociocultural perspective, in order to make visible the intended and unintended effects on students' access to subject knowledge of treating boys and girls in this way. Prior research into strategies that aimed to address girls' under achievement in science and mathematics [American Association of University of Women (AAUW)], Hildebrand, 1996;Kruse, 1996;Murphy & Elwood, 1998b) suggest that pedagogic interventions affect students in different ways. Reports published in the United Kingdom (Arnot et al, 1998) and in America (AAUW, 1998) conclude that single sex education does not, in itself, assure any particular outcome, positive or negative. The StudyMonks Secondary School, where the comparative case study took place, had instigated what they called, 'The Year of the Boy'. The two Emglish teachers in t...

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Attitudes to School and the Curriculum in Year 2 and Year 4: changes over two years

Cited by 15 publications

References 11 publications

Perpetuating gender stereotypes in the classroom: a teacher perspective

Perpetuating gender stereotypes in the classroom: a teacher perspective

The Closing Gap in Attitudes Between Boys and Girls: A 5-year longitudinal study

Boys don't write romance: the construcion of knowledge and social gender identities in english classrooms

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