How the Papers Being Compared Discuss Female Educational Opportunities This comparison paper looks at the present state of post-16 educational opportunities for females (Archer et al, 2007) in contrast with those available to them in the 1950 and 1960s in the Post World War II era (Evans, 1991). It is evident that much has flowed under the bridge and the past has contributed to the present in a very effective manner. While the Archer article adopts a more clinical research based stance, the merit of the Evans piece is that it is personal and engaging as well. Only at certain points she guides us as to the points she wants to make. In their paper entitled ‘Class, gender, heterosexuality and schooling: paradoxes within working-class girls' engagement with education and post-16 aspirations’ as published in the British Journal of Sociology of Education of March 2007, the authors discuss ways in which inner-city and ethnically diverse working-class girls' constructions of hetero-femininities mediate and shape their engagement or disengagement with education and schooling. This study was based on data collected from 89 urban working-class youth in London. The authors mainly touched upon three main ways through which these young women used heterosexual femininities to construct capital and generate identity value and worth- these were (1) through investment in appearance using glamorous hetero-femininities, (2) through heterosexual relationships with boyfriends, and (3) through the ‘ladette’ phenomena. They maintain that young women's investments in particular forms of heterosexual working-class femininity can affect very deeply their engagement or disengagement from schooling and education. They focus on the paradoxes that arise when these constructions interact with other oppressive power structures. Class, Gender, Heterosexuality and Schooling Paradoxes- A Detailed Analysis Archer et al. (2007) start off by commenting on the lower academic scores that boys typically achieve compared to girls in the GCSE and other competitive examinations and seek to determine the reasons for this. This underachievement is a cause of concern for many countries- from the UK to New Zealand. However as Epstein and others have noted, it is not as simple as this because a more detailed look indicates that not all boys are doing badly and indeed, not all girls are doing well. There are complexities of social class, gender and ethnicity that underlie these results which must be addressed. Amazingly, Kenway (2003, page ix) found that girls leaving school early had more problems than boys in securing employment. The focus of the Archer et al. paper is on unravelling the hidden issue of the problems that girls face due to disengagement of education and the ensuing inequalities that must be borne by the post 16 female workers. Studies since the 1970s have indicated the peculiar problems faced by girls in relation to romance, relationships with boys, sexuality and marriage as a part of our subculture which impact upon their career choices and aspirations. Not
Reading Education Research Name of the Writer Name of the Institution Reading Education Research Introduction Schooling and educational opportunities for females in the UK have undergone a radical change in recent years. Whereas there were relatively few disciplines available where the average middle class female could make her mark and pursue career aspirations in the 1950s and 1960s, the curriculum of today allows the female no shortage of opportunities- be it in engineering, mathematics, sciences or the arts…
This essay presents a comparative analysis of two research texts: “Pathways and transitions” and “Boys, Girls, and Achievement: Addressing the Classroom Issues". The two research texts are analysed by highlighting the sorts of social theory that have been applied and developed in them, and how they ‘lighten what we perceive and experience’ in our early years, families, career lives, identity tussles and political orientations.
However, it is important to note that American students are also beginning to struggle with reading. According to statistics provided by the Broad Foundation Education, “68 percent of 8th graders can’t read at grade level, and most will never catch up” ("Broad Foundation Education ").
Within this spectrum of understanding some of the most successful programs are recognized to be privately designed commercial programs. The Great Leaps Reading Program and the Reading Blaster program are two such programs. Both of these programs have been demonstrated to have success in terms of improving student reading deficiencies.
This article is titled “Class, Gender, (Hetero) Sexuality and Schooling: Paradoxes within Working Class Girls’ Engagement With Education and Post-16 Aspirations” The research findings and discussion are presented by the authors with a view of illustrating how a qualitative research methodology is applied to obtain credible and informative data for the audience.
Education: How current research informs practice Introduction It is important to research on the behavioural problems of dyslexic students in order to establish if they have biological origins and can be treated or are the result of the sense of helplessness that is usually experienced by most dyslexic students.
Successfully reading requires that the readers develop and enhance their reading skills to adopt more efficient and practical ways of reading. While reading itself is an important and interesting area to cover, this paper narrows its scope to look at reading speed.
le method for identifying, evaluating, and synthesizing the existing body of completed and recorded work produced by researcher’s scholars, and practitioners (Fink, 2009 p. 3). It is aimed at developing a holistic, correct representation of knowledge and research-based theory
eded to read a whole lot of books even to write something as simple as an essay of two pages, for now, a click can work wonders and let one come up with an essay, just as good if not more. Reading books has become old school and is considered as an outdated practice, but it’s
l as in British schools, observed a difference in school climates in British schools where uniform is mandatory and American public schools where no such policy exist (Walmsley, 2011). The school teacher reported a significant difference in school climate with British students
The Kindle and iPhone made drastically affected the newspapers and music industries. Since they are accessible, consumers of books have shifted to digital contents. Some argue that digital content is portable,
2 pages (500 words)Essay
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