Gender Consciousness and Privilege

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Routledge, Aug 12, 2005 - Education - 192 pages
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Develops a new framework for working in schools that helps educators make informed decisions about change at individual, classroom, curricular and school levels on behalf of gender equity. Addresses the issue of understanding the impact of education on the two sexes, and looks at responsibility for creating gender-fair environments, organising work and creating environments for learning. The book draws on a two-year study into the role that gender played as three Catholic high schools prepared to move from single sex to coeducation. It does not weigh the advantages of single sex against coeducative approaches, but studies gender in a setting where the particpants' consciousness of gender issues was heightened: faculty and administration were formally and informally discussing gender concepts and students were talking about male and female issues. The book shows that the combination of leadership, staff and curricular awareness, and an understanding of gender fair and gender affirmative practices can serve to improve institutional effectiveness and lead to higher levels of student achievement.
 

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Contents

Studying Gender Consciousness and Privilege
10
Faculty Constructions of Gender at Xavier Preparatory
22
Three Teachers Three Classrooms Three Schools
39
Gendered Cultures and Students Lives
66
Action Research and Feminism
119
Conclusions
132
References
163
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About the author (2005)

The authors work with students and professionals at all levels of the educational system. Celeste Brody, Nancy Nagel, Glennellen Pace and Patricia Schmuck are on the faculty of Lewis and Clark College; Susan Moscato is a professor of nursing at the University of Portland; Penny Poplin Gosetti teaches at University of Toledo; and Kasi Fuller is an educational consultant and evaluator.

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