Sociological Reasons For Differences In Gender Choice

631 words - 3 pages


Sociological reasons for differences in gender choice

There are a number of reasons for the difference in subject choices, for example stereotyping, labelling, peer pressure, gender domain, etc. Firstly a reason for early socialisation is gender difference in subject choices, this is because early socialisation shapes children's gender identity. Patricia Murphy and Jannette Elwood (1998) show how these lead to different subject choices. Boys read hobby books and information texts, while girls are more likely to read stories about people. This helps to explain why boys prefer science subjects and why girls prefer subjects such as English. Furthermore gender domain shapes the child as a young as due to there experience like Naima Browne and Carol Ross (1991) argues those children's beliefs about 'gender domains' shaped by their early experiences and the expectations of adults. By gender domains, they mean the tasks and activities that boys and girls ...view middle of the document...

Thirdly peer pressure is another cause of the gender difference in subject choices. Boys and girls may apply pressure to an individual if they disapprove of his or her choice. For example, boys tend to opt out of music and dance because such activities fall outside the gender domain and so are likely to attract a negative response from peers. Carrie Paetcher (1998) found that because pupils see sport as mainly within the male gender domain, girls who are 'sporty' have to cope with an image that contradicts the conventional female stereotype. This may explain why girls are more likely than boys to opt out of sport.

Initiatives such as GIST [Girls into Science and Technology] and WISE [Women into Science and Engineering] were begun in the late 1970s and early 1980s in an attempt to encourage female students to study Science and Engineering subjects although the effectiveness of these initiatives should not be overstated. In the GIST programme[1979-1983] researchers worked in 10 co-educational comprehensive schools to try to raise teacher awareness of equal opportunities issues and to encourage more girls to opt for Sciences at GCE and CSE levels. The final report concluded that the initiative had improved girls' attitudes to Science and Technology ; that it had had little impact on subject choice; and that the teachers, although sympathetic to the programme, said that they had not modified their teaching practices substantially as a result. However the GIST initiative could be regarded as an early pilot programme which has encouraged many subsequent equal opportunities initiatives. The WISE programme was set up as a national initiative by the Equal Opportunities Commission and the Engineering Council and was designed to raise awareness of the need for more female scientists and technologists and to emphasise the attractiveness for girls, young women and older women seeking to retrain of careers in Science and Technology. WISE is still in operation and its website points out that whereas about 20 years ago only 4% of Engineering undergraduates were women the figure for 2009 was 13%. Obviously WISE itself may well have contributed to this increase at least to some extent.

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