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

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CHAPTER FOUR SCHOOLS AND STRATEGIES: THE CASESTUDIES4.1 Case study methodologyThe local authority questionnaires indicated where examples of good practice could beidentified with regard to the implementation of strategies to address gender inequalities,or perceptions of gender inequalities. The research team then developed a methodologywhich was common as far as possible for each study visit, while allowing for differentcontexts and strategies.Schools were contacted by telephone and the researcher spoke to either the personresponsible for gender related issues, or to the relevant school manager. At this point,arrangements were made for a preliminary visit. This preliminary visit was designed toclarify the nature of the strategies in operation within the school, to provide reassurancewhere necessary, and to make the appropriate arrangements for the case study visit itself.This included distribution of consent forms where these were called for in terms of theproject’s ethical approval. 3During the case study visit, where possible, the researcher met with school managers,class teachers, parents and pupils. It was not always relevant to include all of these.Evidence was gathered through one-to-one interviews with school staff and through focusgroups of pupils and parents. Where observation of classroom practice was consideredrelevant, researchers tried to include this in the visit. They also tried to experience thelife of the school and gain an impression of the general ethos that pertained. Case studyvisits generally took no more than one day, with the proviso that the researcher couldreturn for an additional visit where this was felt to be necessary. This happened on a fewoccasions. During the visits themselves, researchers noted the responses by participantsand stakeholders, and appropriate consents were logged.Following the visits, reports were drawn up by each researcher in a common format. Theprotocol for this format is shown in Appendix 4. This enabled researchers to reach acommon understanding of the purpose and nature of the visits, and to record findings in aconsistent manner. A longer, narrative report was also compiled.The case studies have been analysed by theme. It is readily acknowledged that manystrategies adopted by schools are intended to have multiple outcomes, such as impactingon both behaviour and attainment. We have sought to identify the dominant theme in thereported strategies and grouped them accordingly. Those seeking to address achievementfell into two main groups: pre-5 and primary schools tackling literacy skills; andsecondary schools that have adopted single-sex classes as a strategy. These have beenpresented separately. In addition, on occasion, the evidence from one case study hascontributed to the discussion of more than one theme.The evidence from the case studies is presented under the following subheadings:4.2 Early literacy4.3 Self concept and esteem4.4 Progression and continuity4.5 Achievement – single gender classes4.6 Other reported initiatives.3 Granted by the Ethics Committee of the Faculty of Education of the University of Glasgow and compliantwith all relevant legislation, including the Children Act 1995.______________________________________________________________________________________Review of Strategies to 22 University of StrathclydeAddress Gender Inequalitiesand University of Glasgow
4.2 Early literacyLiteracy, or, more specifically, reading, was a major theme in the questionnaires returnedby local authorities. In order to look more closely at the impact within schools, 5 schoolsacross 3 local authorities were included in the case study phase of the project (1 nurseryand 4 primaries). In most instances, the emphasis was on improving boys’ reading,although the activities were intended to engender positive attitudes towards books andliteracy in general for both boys and girls.i. Background of the school(s) involvedTwo of the schools from one local authority were small, relatively remote, rural schoolswith 2-3 teachers, including the headteacher, which served a number of small villageswithin farming communities. One school was in an affluent area where the pupils hadstable, two-parent homes, while the second was more mixed in its catchment area,although without serious disadvantage or deprivation: this was confirmed by reference tothe Scottish Area Deprivation Index.The other 2 primary schools were slightly larger and, again, served more rural areas.Both catchment areas included both private and rented housing. The nursery school, in athird local authority, was situated in an affluent urban environment with significantnumbers of children from ethnic minority backgrounds.ii. Initial impetus and fundingIn almost all instances, the strategy had been developed in response to the ScottishExecutive’s Home Reading campaign, originally launched in 2002. The initiative – ReadTogether – had the key aim of encouraging more parents and carers to read to theirchildren 4 . There were several aspects to the initiative, including a leaflet and advertisingcampaign for parents, the appointment of reading champions to encourage parents, carersand children, a website, a Home Reading Coordinator and, most importantly for schools,a small grants scheme that provided them with additional resources to spend on materialsand activities.In launching the initiative, the then Scottish Education Minister, Cathy Jamieson,reported that most reading at home was undertaken by mothers, which gave theimpression that reading is something that women do rather than men. The Ministeremphasised the role of fathers and male role models in general and, more specifically,encouraged them to read with their sons. This, it was stated, would help to capture theimagination of boys. The Minister specifically suggested Harry Potter books or readingfootball programmes – reflecting the ‘boy-friendly’ fiction perspective.iii. The implementation of the strategySome authorities encouraged all schools to bid for resources and to develop ‘readingtogether’ initiatives involving parents, while in other authorities individual schools hadresponded independently. In the case study schools visited during the study, the grantreceived from SEED was spent on books for the pupils. Some schools used the fundingto expand their existing stocks of books, deliberately selecting ones that they thoughtwould appeal to boys, e.g. non-fiction and stories about football or adventure stories.They also bought books that would appeal to both boys and girls, such as those featuringfavourite television or film characters. In other schools, they used the funding to buy‘story sacks’ or ‘bags of books’. Each ‘sack’ contained a book, related games, additionalreading and sometimes a soft toy or props. The intention was to encourage parents andchildren to read together, to play the games and engage in various activities related to thebook.4 http://www.scotland.gov.uk/News/Releases/2002/08/2031______________________________________________________________________________________Review of Strategies to 23 University of StrathclydeAddress Gender Inequalitiesand University of Glasgow
Page 3 and 4: CONTENTSACKNOWLEDGEMENTSEXECUTIVE S
Page 5 and 6: EXECUTIVE SUMMARYIntroductionThe Re
Page 7 and 8: Staff and management in most school
Page 9 and 10: 6. Management and whole school pers
Page 11 and 12: CHAPTER ONE THE STUDYRecent researc
Page 13 and 14: CHAPTER TWO REVIEW OF THE LITERATUR
Page 15 and 16: 2.3 Causes of gender inequalityA ra
Page 17 and 18: Archer and Yamashita (2003) argue t
Page 19 and 20: ii. Assessment practicesNational mo
Page 21 and 22: Further efforts to ensure ‘effect
Page 23 and 24: Skelton (2001) argues that the basi
Page 25 and 26: were still highly gendered. Further
Page 27 and 28: CHAPTER THREE SURVEY OF LOCAL AUTHO
Page 29 and 30: curriculum structures and lifelong
Page 31: ‘Getting the best out of Boys’
Page 35 and 36: that it was concerned, at least in
Page 37 and 38: 4.3 Self-concept and esteemA number
Page 39 and 40: to the boys, animal print designs a
Page 41 and 42: parents and what they wanted. Overa
Page 43 and 44: was a thrust in the policy towards
Page 45 and 46: School 1In the first school, non-de
Page 47 and 48: For pupils, there were some common
Page 49 and 50: Staff interviewed thought that a pa
Page 51 and 52: The initiative had not been evaluat
Page 53 and 54: indicated that he believed there wa
Page 55 and 56: CHAPTER FIVE DISCUSSIONThe review o
Page 57 and 58: Pupils were particularly aware of g
Page 59 and 60: differences in the ways that boys a
Page 61 and 62: Burn, E (2001) Do boys need male pr
Page 63 and 64: Lloyd, G (ed.) (2005) Problem Girls
Page 65 and 66: Rowe, K, Nix, PJ and Tepper, G (199
Page 67 and 68: APPENDIX 1 QUESTIONNAIRE FOR LOCAL
Page 69 and 70: 6. Would you expect any written pol
Page 71 and 72: C. Strategies to address gender ine
Page 73 and 74: Local authority161718Strategy/Area
Page 75 and 76: Focus group schedule: pupilsThe the
Page 77 and 78: 4. ImpactHas the project made any d
Page 79 and 80: Policy origin of the initiativeLoca
Page 81 and 82: Relationship with other strategiesE
Page 83 and 84:
Section 4Focus Group - ParentsGener
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