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

CHAPTER FIVE DISCUSSIONThe review of strategies to address gender inequalities was designed to provide feedbackon four key aspects:• the extent of and key factors in gender inequalities in Scottish schools and howthese relate to the international context;• current policies and strategies to address inequalities in Scottish schools;• the perceptions and views of pupils, teachers and managers in schools on theimpact that inequalities have on self-esteem and confidence, aspirations andchoice within and beyond the school system; and• examples of where strategies have been effective in addressing gender inequalityissues across the school sector.These are considered in turn.5.1 Gender inequality and Scottish schoolsThe review of the literature indicated that much of the concern over gender inequality inachievement, personal development (including self-esteem and behaviour) and careeroptions is as relevant to Scotland as to the other countries discussed. Statistics from theScottish Executive indicate that, as elsewhere, girls tend to outperform boys in most areasassessed through national qualifications and assessment programmes, with particularstrengths in literacy. While girls are more successful in aspects of primary and secondaryschooling, this is not reflected in higher education statistics, nor in later careerachievement figures. Other issues which have been highlighted in the research as beingcurrent in Scottish schools include participation in particular subject areas; genderstereotyping and careers choice. In respect of the last of these, key issues for the careerachievement for women include the extent of, and limitations of, part-time working andlow pay compared to men.5.2 Current policies and strategiesIn the majority of local authorities and schools involved in the study, it was reported thatgender was one of a number of factors of potential inequality addressed through broaderinclusion policies, rather than an area for specific action. The local authorities’ views onwhat was happening at school level did not always match the reality in the schools. Forexample, although some authorities indicated that all schools should have policystatements, they frequently did not. A very small number of authorities providedguidance for schools on addressing gender in the context of learning, teaching andachievement.In the schools visited, most reported that they were guided by the authority’s inclusionpolicy, although a few had their own, local policy. Where there was a school-focusedpolicy, it tended to be in relation to the development of specific strategies, e.g. single-sexclasses.Overall, there was no discernible pattern in authority or school policies with regard to theissue of gender in schooling. If it was acknowledged explicitly, it tended to be one of anumber of factors to be addressed within the inclusion agenda. The implementation ofstrategies was, in the main, a response to local ‘problems’ such as boys’underachievement or a lack of appropriate male/father role models. The principal area ofconcern within schools was that of boys’ underachievement, particularly with regard to______________________________________________________________________________________Review of Strategies to 45 University of StrathclydeAddress Gender Inequalitiesand University of Glasgow