Drei Gensec Midterm Quiz Update

Education is a human right with power to transform society; it supports freedom, democracy, and sustainable development

Any act or experience that has a formative effect on a person’s mind, character, or physical ability, including informal life lessons

The deliberate social process by which a society transmits accumulated knowledge, skills, and values to the next generation through institutions, curricula, and teachers

The role of education in preparing young people to participate in society, learn social norms, and develop civic responsibilities

The organized social structure (schools, colleges, training centers) that directs activities to satisfy societal needs like literacy and workforce skills

The idea that education begins at home through family interactions and continues formally in schools, shaping values and social identity

To develop knowledge, technical skills, attitudes, and social behaviors so individuals can be competent members of society

The sociological view that education preserves social order and offers individuals routes for upward mobility based on merit

The sociological view that education reproduces existing inequalities and social stratification by favoring dominant groups and cultural capital

The micro-level view that classroom interactions, teacher expectations, and peer groups influence students’ self-concept and academic outcomes

Enrollment and successful completion at key levels (elementary, secondary, tertiary) used to measure access and progression in education systems

When enrollment numbers between boys and girls are roughly equal, indicating ______ in access to schooling

When differences appear in completion rates, dropouts, or grade attainment showing unequal outcomes despite similar enrollment

Historical pattern where men once had higher educational attainment, but recent cohorts in many countries show women surpassing men in higher education

Multiple internal (school policies, teaching methods) and external (family, economy, culture) factors that influence why students achieve differently

movement’s influence on education by expanding career aspirations for women and challenging traditional gender images in media and curriculum

Family structure changes — higher divorce rates, more single-parent households, smaller families — and how these shifts influence children’s educational motivation and support

Shifts in women’s labor force participation, equal pay laws, and gradual breaking of the glass ceiling that change incentives for girls to pursue education

How girls’ aspirations shifted from prioritizing marriage (1970s) to seeking independence and career success (1990s onward), influencing study effort and subject choices

Programs and policies (e.g., GIST, WISE) that actively encourage girls into STEM and other nontraditional fields through role models, outreach, and funding

Standardizing subjects for both sexes through national curricula reduces gendered tracking and narrows formal sources of inequality

Changes like the introduction of GCSEs and coursework altered assessment methods and coincided with shifts in the gender gap in exam performance

Attributes such as organization, meeting deadlines, and conscientious study habits that often give girls an advantage in coursework-based assessments

where boys may dominate talk time but girls receive more positive, task-focused interactions that support achievement

styles where boys may dominate whole-class discussion while girls excel in cooperative group tasks and listening skills

Removing stereotyped portrayals of women (e.g., only as homemakers) from textbooks and curricula can broaden aspirations and improve girls’ outcomes

School selection and pressures that incentivize recruiting high-achieving students (often girls), which can create schools with uneven gender mixes

Persistent gender segregation in subject choice: women gravitate toward humanities, education, health; men concentrate in engineering, computer science, and construction

A warning that framing boys vs girls as opposing groups can create a “war of the sexes,” obscure intersectional issues, and silence non-binary identities

The patterned set of practices, rules, and relationships in a school that construct and reproduce versions of masculinity and femininity and assign prestige and tasks

Programs and policies that promote inclusion (anti-bullying, gender-sensitive pedagogy) can alter school culture and reduce discriminatory gender practices

Summary (education & gender)

A call to use education intentionally to unlearn privilege, exclusion, discrimination, and prejudice to build more equitable societies

Learning Outcomes (family)

_____ as the primary unit of social organization that provides early socialization, emotional support, and norms shaping gender identity

______ as socially constructed expectations about how people should act, dress, speak, and behave based on perceived sex

_____ the culturally defined blueprint of how someone occupying a particular social status (e.g., mother, student) should behave

______ the actual behavior of the person occupying a role, which may conform to or deviate from societal expectations

_______ the tension experienced when a person must satisfy incompatible demands arising from two or more social roles simultaneously

______ the process by which someone withdraws from a role that previously defined their identity (e.g., a retiree leaving the worker role)

______ including socialization (teaching norms), emotional support, social identity formation, and creating a safe environment for personality development

Types of Family (structure)

patriarchal (male-dominated), matriarchal (female-dominated), and equalitarian (shared decision-making)

How families socialize children into gender identities using daily interactions, chores, play, and expectations that teach “appropriate” gendered behavior

methods of manipulation (rewarding gender-conforming behavior) and canalisation (channeling interests towards gendered activities) as socialization tools

Men’s Traditional Roles (family)

Women’s Traditional Roles (family)

patterns where both parents often work, requiring renegotiation of household duties, shared caregiving, or outsourcing domestic labor

If gender inequality persists in the home—valuing men’s work over women’s—this reproduces societal beliefs that women’s contributions are less important

Quote emphasizing that family identity is shaped by values such as commitment, trust, and love rather than gender composition

Conclusion: small daily practices at home shape children’s gender attitudes; promoting equality in the family helps build more equitable societies