"Race," Class, and Gender in Exclusion from School
With education and social inequalities under scrutiny, this text provides a late-1990s summary of research into the key issues, as well as practical strategies for educators, including strategies for staff development, working with children and school policy. It argues that the facts have changed significantly, and that much received wisdom cannot be relied upon: girls' performance is rising faster than boys and surpasses them in almost all respects up to the age of 18; unequal opportunity faced by those of different race is becoming more fractured along class, gender, ethnic and religious lines; class divisions are increased with the reintroduction of selection and has become a matter of concern for government and school policy makers.
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School Ethos and the Value of Exclusion
Teachers and Pupils Relationships of Power
Teacher Understandings of Resistance
achievement African-Caribbean boys African-Caribbean male pupils African-Caribbean pupils Black children Black female Black male pupils Black masculinity Black parents Black pupils Black teachers Blyth and Milner Caribbean cent Chantel chapter child confrontation context curriculum differential discipline policy disproportionate educational policy effect ethnic minority pupils exclusion from school exclusion rates exclusion statistics experience of school experienced explore felt female pupils femininity fixed-term exclusion focus GCSE Gillborn Gotham Headteacher identities important institutional racism interactions involved issue Mac an Ghaill MacPherson Report marketization of schooling members of staff Mills minority ethnic national curriculum Nicola OFSTED organizational culture particular perceived perception permanent exclusion positions problems punishment pupil resistance pupils in schools race racial and gendered racial background racism rates of exclusion relation relationship Samantha school ethos school exclusion school sanctions senior staff Sewell sexism Shahid social exclusion stereotypes structure and agency suggests talk theorizing White teachers wider