Gender Consciousness and PrivilegeDevelops 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. |
Contents
Studying Gender Consciousness and Privilege | 21 |
Three Teachers Three Classrooms Three Schools | 39 |
Gendered Cultures and Students Lives | 66 |
The Case of Mathematics | 115 |
Conclusions | 132 |
Student Surveys | 159 |
References | 163 |
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Common terms and phrases
academic achievement action activities administrators all-female all-male asked assumptions athletics awareness become behavior believed boys Bronson calculus Catholic classroom coeducation commitment concerns continue course create culture curriculum decision described develop discussion effect Elizabeth's enrollment environment equal equity example expectations experience expressed faculty female students feminist focus gender consciousness girls grade Grove high school ideas important indicated individual influence interest interviews issues knowledge leaders leadership learning look male math mathematics meaning meeting move NCTM norms North noted observed offered opportunities participants Position practices present privilege problem questions recognize reflected relationships remained response settings shared single-sex social staff Standards strong talk teachers teaching things three schools tion track traditional transition understand wanted Wilson Xavier young men young women