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

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A. PolicyPlease indicate the policy position in your authority by ticking the relevant boxes.1. a. Does your authority have a written policy statement on gender (in)equality?yes no If ‘yes’, please answer (b).b. The policy in this authority: (please tick as appropriate)i. covers educational establishments onlyii.iii.covers all aspects of authority provisionother ( please specify)If you have a written policy, we would appreciate a copy with your completedquestionnaire.2. Does your authority’s Improvement Plan make reference to gender issues in schools?yes no 3. Regardless of whether or not there is an authority-level policy, would you expect schoolsto have a written policy on gender (in)equality?yes no 4. Please estimate the percentage of schools within each sector that have a written policythat includes gender issues.%pre-school establishmentsprimary schoolssecondary schoolsspecial schools5. Typically, the policy for gender in schools within this authority is:(please tick as appropriate)a stand-alone policyan integral part of the inclusion policypermeates other policiesother (please describe briefly)______________________________________________________________________________________Review of Strategies to 58 University of StrathclydeAddress Gender Inequalitiesand University of Glasgow
6. Would you expect any written policy to refer to the National Priorities?yes no 7. Would you expect any written policy to refer to the GTC Guidelines?yes no 8. Would you expect to see gender issues on the school development plan?yes no If you have any comments on policy in relation to gender issues, please use this space:______________________________________________________________________________________Review of Strategies to 59 University of StrathclydeAddress Gender Inequalitiesand University of Glasgow
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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 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
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: APPENDIX 1 QUESTIONNAIRE FOR LOCAL
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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