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

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APPENDIX 3 INTERVIEW SCHEDULESStrategies to address gender inequalities in Scottish schoolsInterview Structure: staff in schoolsThis schedule should be used as a guide to the key areas to be discussed during the interview withindividual members of staff in case study schools.1. Outline of role:• What has been your role in this work/project?2. What is the problem/issue that you are trying to address through thisproject?• Why did you begin this project?• Who is involved in the project?• How long has it been running – how long do you intend it will continue?3. What has been the impact of the project so far?• Why do you think it is having this impact?• What have been the good aspects, the not so good aspects?• What has been the impact on the wider school?4. How has the project been managed in the school?5. What support and guidance have you been able to draw upon?• SMT/LA• Staff development• development time• materials/resources6. Where would you like to see this project go (next)?Thank you very much for answering myquestions.______________________________________________________________________________________Review of Strategies to 64 University of StrathclydeAddress Gender Inequalitiesand University of Glasgow
Focus group schedule: pupilsThe themes for the focus groups have been taken from the aims of the research. Although most of theprompts are framed as questions, they are meant only to be guiding questions for the interviewer. Theactual wording, and the number of questions or statements used, is at the discretion of the interviewer at thetime of the visit.Theme 1:Prompts:the extent of and key factors in gender inequalitiesDo you think that boys or girls do better in school?Why do you think this is?Theme 2:Prompts:current policies and strategiesWhat do you do in your school to help girls/boys have a better experience?Tell me about ‘programme X’.Theme 3:Prompts:impact of inequalities on self-esteem, confidence, aspirations and choicewithin and beyond schoolWhat subjects do you like best in school?Are girls or boys better at those subjects?Why are they/are they not better?Does it matter if you are a girl or a boy?What subjects are you looking forward to doing at secondary?Why do you want to do those subjects?What would you like to be when you leave school? Why?Do you think boys/girls would be better at that job and does it matter?Give me an example of a typical boy/girl job.What jobs could a boy/girl not do?Are there any of these jobs that you would like to do?Theme 4:Prompts:examples of effective strategiesHow well do you think that ‘programme X’ has helped girls/boys?What do you think would have been different if there had been no ‘programmeX’?What changes has ‘programme X‘ made to the school?Interview structure: parentsThank you very much for answering myquestions.______________________________________________________________________________________Review of Strategies to 65 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
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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 and 70: 6. Would you expect any written pol
Page 71 and 72: C. Strategies to address gender ine
Page 73: Local authority161718Strategy/Area
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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