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

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AcknowledgementsThe Project Team would like to thank all of the local authorities, schools, teachers and pupilsfor their participation in the study. As always in such reports, they remain anonymous, buttheir co-operation has been of fundamental importance and, in particular, we would like toexpress our appreciation for the hospitality we received from schools and the care andattention with which they treated our enquiries. Thanks are also due to Miss Maria Cassidy ofthe Department of Educational Studies in the University of Glasgow for her expert help withearly learning issues.__________________________________________________________________________________Review of Strategies to i University of StrathclydeAddress Gender Inequalitiesand University of Glasgow
EXECUTIVE SUMMARYIntroductionThe Review of Strategies to Address Gender Inequalities in Scottish Schools had two mainaims. The first was to analyse pertinent literature on gender-related inequalities in order toestablish current views on underlying causes and to identify strategies put forward to addressthem. The second was to gather evidence from local authorities and schools across Scotlandon policy and practice with regard to gender, in order that these might be evaluated againstthe findings of the literature review. As the literature on gender-related issues is veryextensive, an abbreviated literature review has been included in this final report of the study,while a fuller version is available as a separate document from the Scottish Executive website(www.scotland.gov.uk) as well as the websites of the Universities of Strathclyde(www.strath.ac.uk) and Glasgow (www.gla.ac.uk).This executive summary has been organised around the key themes identified in the literatureand draws on both the messages from other studies and the findings of the case studiesundertaken as part of this project.1. Methodology2. Equal Opportunities Policy3. Stage-specific issues4. Learning and teaching5. Classroom organisation6. Management and whole school perspectives7. Vocational education8. Conclusions and recommendations1. MethodologyThe study was carried out in three phases. Firstly, a review of the literature on genderissues in school education was undertaken. This provided the context for the fieldwork which followed in the second stage. The second phase, and first step in thefield work, involved key local authority personnel who completed questionnairesdesigned to gather information on policy and practice with regard to gender issues inthe authorities’ schools. In addition, they were asked to identify examples of goodpractice in pre-five, primary and secondary establishments within the authority. Fromthe list of examples provided by the local authorities, a number of case study schoolswere identified and investigated further using qualitative methods (the third phase).Representatives of key groups of stakeholders were interviewed, includingmanagement teams, teachers, parents and children. The evidence gathered was thenanalysed, providing the basis for the conclusions drawn and the recommendationsgenerated.__________________________________________________________________________________Review of Strategies to ii University of StrathclydeAddress Gender Inequalitiesand University of Glasgow
Page 3: CONTENTSACKNOWLEDGEMENTSEXECUTIVE S
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 and 32: ‘Getting the best out of Boys’
Page 33 and 34: 4.2 Early literacyLiteracy, or, mor
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
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CHAPTER FIVE DISCUSSIONThe review o
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Pupils were particularly aware of g
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differences in the ways that boys a
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Burn, E (2001) Do boys need male pr
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Lloyd, G (ed.) (2005) Problem Girls
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Rowe, K, Nix, PJ and Tepper, G (199
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APPENDIX 1 QUESTIONNAIRE FOR LOCAL
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6. Would you expect any written pol
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C. Strategies to address gender ine
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Local authority161718Strategy/Area
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Focus group schedule: pupilsThe the
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4. ImpactHas the project made any d
Page 79 and 80:
Policy origin of the initiativeLoca
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Relationship with other strategiesE
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Section 4Focus Group - ParentsGener
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