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

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Groups targetedGenderSocial ClassContext of the school(eg urban/rural; area of affluence/deprivation; geographical context; context withinauthority – high achieving/low achieving; any specialisms, etc)Management implicationsa) within the schoolb) across the school (eg in secondary, across departments)c) within a cluster of schools______________________________________________________________________________________Review of Strategies to 70 University of StrathclydeAddress Gender Inequalitiesand University of Glasgow
Relationship with other strategiesE.g. improving attainment more widely, social issues, subject-specific initiatives, etc.Monitoring/evaluation of the strategyStrengthsLimitationsObstaclesHow is it carried out?Who is responsible for the strategy?Support for the strategy – e.g. from local authoritiesStaff development initiatives since inceptionAwareness of research?______________________________________________________________________________________Review of Strategies to 71 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
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Further efforts to ensure ‘effect
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Skelton (2001) argues that the basi
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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 and 76: Focus group schedule: pupilsThe the
Page 77 and 78: 4. ImpactHas the project made any d
Page 79: Policy origin of the initiativeLoca
Page 83 and 84: Section 4Focus Group - ParentsGener
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