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

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B. Staff development and research1. We are interested in staff development activities in relation to gender (in)equality and inany strategies that have been adopted by schools.Please tick to indicate:(i) aspects that have been addressed in staff development events by your authority, and(ii) which aspects are being addressed through specific strategies within schools.Area of concernaccess to the curriculum, e.g. through optionchoicesaccess to specific curricular areas, e.g.literacy (boys)access to equipment, e.g. computersattainment differenceslearning and teaching strategiesclass organisationpupil supportexclusionother (please specify)(i) staffdevelopment(ii) strategiesadopted2. To what extent has research into gender inequalities influenced the strategies adopted byschools? Any particular research findings?3. Has your authority brought in ‘experts’ or researchers in the gender area to assist withpolicy, practice or staff development?yes no If ‘yes’, please give brief details of who and what for:4. What, would you say, are the two priorities in relation to gender (in)equality in educationtoday?(i)(ii)______________________________________________________________________________________Review of Strategies to 60 University of StrathclydeAddress Gender Inequalitiesand University of Glasgow
C. Strategies to address gender inequalitiesPart of our remit is to visit and observe such gender-related strategies in action. We are hoping tosample across pre-school/nursery establishments, primary and secondary schools and a range ofdifferent strategies. If there are such strategies within your authority, we would appreciate moredetail in order that we can draw up a sample of schools to visit. (We will not approach themwithout consulting with the authority first.)We would therefore ask you to describe strategies that you are aware of, indicating who wasactively involved by ticking the relevant column(s).1. Area of focus:School:l.a. staff pupils parents2. Area of focus:School:3. Area of focus:School:Please continue on additional sheets, if you have more than three strategies that you would like usto know about.Thank you for taking the time to complete this questionnaire – we are very grateful.______________________________________________________________________________________Review of Strategies to 61 University of StrathclydeAddress Gender Inequalitiesand University of Glasgow
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CONTENTSACKNOWLEDGEMENTSEXECUTIVE S
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EXECUTIVE SUMMARYIntroductionThe Re
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Staff and management in most school
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6. Management and whole school pers
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CHAPTER ONE THE STUDYRecent researc
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CHAPTER TWO REVIEW OF THE LITERATUR
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2.3 Causes of gender inequalityA ra
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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 and 68: APPENDIX 1 QUESTIONNAIRE FOR LOCAL
Page 69: 6. Would you expect any written pol
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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