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

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The following questions should be modified in the light of the sector (pre-5, primary, secondary) and withregard to the specific strategies under discussion.1. GeneralCan you tell me a bit about your son/daughter? What stage is s/he at? How is s/he doingat school?What contact have you had in general with the school?Are you happy with how the school provides for your child (for his/her learning, wellbeing,etc.)? Is your son/daughter happy?2. GenderThere is interest in how boys and girls do in the education system. Do you think thatthere are particular issues affecting boys? Or girls? If so, what are they?If you think that there are gender differences in education, how would you explain them?What kinds of things might schools do to address gender differences?3. Gender strategiesAre you aware of what this school is trying to do to address gender issues? What areyour views of this initiative?Were you informed about this project? How?Can you describe what is involved for your child? And for you?How long has the project been running? Do you intend to continue your own and yourchild’s involvement?______________________________________________________________________________________Review of Strategies to 66 University of StrathclydeAddress Gender Inequalitiesand University of Glasgow
4. ImpactHas the project made any difference to your child, for example, to his/her attitude orattainment?What have you particularly liked about the project? Can you give me any examples?Have there been any drawbacks?How could this project be developed further, do you think?5. ConclusionIs there anything you would like to add to what you have already said?Thank you very much for answering my questions.______________________________________________________________________________________Review of Strategies to 67 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 and 74: Local authority161718Strategy/Area
Page 75: Focus group schedule: pupilsThe the
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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