Review of Strategies to Address Gender Inequalities in Scottish ...

2.6 Classroom organisationTwo contrasting classroom organisational strategies have been developed to tacklegender differences in achievement: the use of mixed gender groupings and single gendergroupings/classes, with the latter sometimes used in a targeted way to tackle specifictopics. Arnold’s (1997) survey of initiatives aimed at raising boys’ achievement identifiesa range of strategies, with some schools using single gender settings and others adoptinga variety of methods including mixing pupils in terms of ability as well as gender.i. Mixed-gender groupsNoble and Bradford (2000) argue for a classroom seating arrangement that preventspupils, particularly disengaged boys, gathering at the periphery of classrooms. The use ofgirls as a tactic in the control of boys is implicit in a range of strategies such as seatingpolicies, mixed gender pairs and groups. Here, the function of girls is to exercise their‘civilising’ influence in ‘supporting’ boys’ learning (Raphael Reed, 1999) and ‘…topolice, teach, control and civilise boys’ (Epstein et al, 1998: 9). The expectation that atleast some girls should play this role raises questions about their own opportunities.There is little systematic analysis into the effectiveness of this approach.ii. Single gender groups and classesThe use of single gender groups has been used as an equal opportunities strategy topromote girls’ participation and active engagement in areas where girls were underrepresented,such as in science, technology and computing (Reay, 1990). The purposewas to create a space in which girls would actively engage in practical tasks rather thaneither be passive observers (Kenway et al, 1998) or take on roles such as organising andtidying up (Rennie and Parker, 1987).The current use of single gender classes is largely a strategy to tackle boys’underachievement in secondary schools. One view popularly expressed is that duringadolescence boys are distracted by the presence of girls (Woodhead, 1996) and engage inbehaviours that detract from their learning. However, in some instances this strategy hasbeen adopted to support the learning of both boys and girls. Warrington and Younger(2004) identified a number of reasons for adopting single gender teaching, includingimproving girls’ opportunities, addressing boys’ underachievement and behaviourproblems and reducing ‘laddish’ behaviour. The impact depends to a certain extent onwhether the focus is on pupils in the ‘top’ or ‘bottom’ sets.A number of schools in Warrington and Younger’s study talked about different teachingand learning strategies for boys’ and girls’ groups, with arguments very similar to thosealready discussed. Considerably fewer strategies were suggested for girls, most of whichdrew on perceptions of girls’ strengths or preferences. One school used Gardner’sframework of multiple intelligences (Gardner, 1993) to shape variation in experiences,rather than gender. In some schools there were modifications to curriculum materials toaccommodate perceived differences in interest between boys and girls.The issue of single gender classes is one of the most contested. Some studies have beeninconclusive (Rowe et al, 1996; Rowe, 1998), while others found it difficult to unravelthe impact from other factors such as teaching practices (Warrington and Younger, 2004).In the Warrington and Younger study, where schools reported improved results, all staffwere involved, enthusiastic and committed to the strategy and considerable planningpreceded implementation. In addition, pupils and parents were consulted and involved.They also identified some negative effects. For example, some boys’ ‘laddish’ behaviourincreased and in six schools the worsening or lack of improvement in boys’ behaviour ledto single gender teaching being abandoned. The researchers concluded that a system ofsingle gender classes is ‘no panacea for the problem of poor behaviour, disaffection andlack of achievement’ (Warrington and Younger, 2004, p348).______________________________________________________________________________________Review of Strategies to 10 University of StrathclydeAddress Gender Inequalitiesand University of Glasgow