tended <strong>to</strong> be targeted ma<strong>in</strong>ly at boys, <strong>in</strong> the groups that would benefit most from thestrategy. Nevertheless, it has <strong>to</strong> be emphasised that this strategy was available forboth genders and was not specifically conf<strong>in</strong>ed <strong>to</strong> boys. Rather, teachers were aware<strong>of</strong> a significant group <strong>of</strong> boys which, it was felt, required greater support <strong>in</strong> this area.However, it is perhaps worth not<strong>in</strong>g that <strong>in</strong> pre-5 education, where children areallowed <strong>to</strong> choose their activities, there was a perception amongst teachers that boys(and girls) tended <strong>to</strong> choose along gender stereotypical l<strong>in</strong>es. Accord<strong>in</strong>gly, resourcessuch as ‘dress<strong>in</strong>g-up’ clothes and ‘home corners’ had been selected <strong>to</strong> appeal <strong>to</strong> bothboys and girls and <strong>to</strong> encourage children away from stereotypical patterns <strong>of</strong> play.In secondary schools, the most visible gender-related strategy was that <strong>of</strong> s<strong>in</strong>glegender classes (SGCs). It should be noted, however, that the practice <strong>of</strong> teach<strong>in</strong>g <strong>in</strong>SGCs is not a commonly observed strategy <strong>in</strong> <strong>Scottish</strong> secondary schools but, rather,is by far the exception. Indeed, the team was obliged <strong>to</strong> seek out examples <strong>of</strong> s<strong>in</strong>glegender teach<strong>in</strong>g <strong>to</strong> <strong>in</strong>clude <strong>in</strong> the study. In some case study schools, the rationale forthe <strong>in</strong>troduction <strong>of</strong> these classes was the improvement <strong>of</strong> achievement, while <strong>in</strong> otherssuch approaches were felt <strong>to</strong> improve behaviour and <strong>to</strong> permit teachers <strong>to</strong> utiliseclassroom methods which were more suited <strong>to</strong> one gender or the other. However, it isimportant <strong>to</strong> note that SGCs were used <strong>in</strong> a limited way <strong>in</strong> each <strong>of</strong> the case studyschools and that these had been <strong>in</strong> operation for a comparatively short period <strong>of</strong> time.One school had, <strong>in</strong>deed, withdrawn from the practice and resumed mixed genderteach<strong>in</strong>g and learn<strong>in</strong>g. There was limited change <strong>in</strong> the curriculum <strong>to</strong> meet the needs<strong>of</strong> boys and girls and the <strong>in</strong>itiatives were not supported by a strong staff development<strong>in</strong>put. Moreover, there were mixed views regard<strong>in</strong>g the benefits, or otherwise, <strong>of</strong>SGCs <strong>in</strong> specific subject areas. For <strong>in</strong>stance, it was felt that s<strong>in</strong>gle gender classes <strong>in</strong>English provided opportunities for discussion about issues which would have beendifficult <strong>to</strong> air <strong>in</strong> a mixed gender class, but there was less consensus on the benefits <strong>in</strong>mathematics. There were concerns about us<strong>in</strong>g SGCs with groups <strong>of</strong> higher or lowerachiev<strong>in</strong>g pupils, and also a feel<strong>in</strong>g that the strategy was perhaps most valuable <strong>in</strong> S3and S4, where behavioural issues were thought <strong>to</strong> be more <strong>in</strong> the foreground.Some respondents were concerned about manag<strong>in</strong>g behaviour <strong>in</strong> boy-only classes.On the other hand, there was a feel<strong>in</strong>g that SGCs provided a structure for learn<strong>in</strong>gwhich <strong>in</strong>creased motivation. Views amongst pupils were divided on the theme <strong>of</strong>SGCs. While some pupils thought that they were good, others expressed a cleardislike <strong>of</strong> the strategy. For both boys and girls, their relationship with the teacher andthe ability <strong>of</strong> the teacher <strong>to</strong> motivate them was more important than the form <strong>of</strong>classroom organisation that was adopted.In general, these f<strong>in</strong>d<strong>in</strong>gs tie <strong>in</strong> with those <strong>of</strong> the literature review. Specific f<strong>in</strong>d<strong>in</strong>gsthat f<strong>in</strong>d echoes <strong>in</strong> the literature <strong>in</strong>clude, on the positive side, greater motivation and amore supportive context for the discussion <strong>of</strong> sensitive matters. On the negative side,<strong>in</strong>itiatives lack impact where staff are not committed <strong>to</strong> them and there is a likelihood<strong>of</strong> <strong>in</strong>creased behavioural problems amongst boys, especially where pupil motivationand <strong>in</strong>terest <strong>in</strong> school is low.Other classroom organisational techniques which were felt <strong>to</strong> have potential <strong>to</strong><strong>in</strong>fluence gender matters were stream<strong>in</strong>g and the use <strong>of</strong> an <strong>in</strong>centive-based strategy.Stream<strong>in</strong>g was <strong>in</strong>tended <strong>to</strong> improve achievement, but there was evidence <strong>of</strong> somegender imbalance along expected l<strong>in</strong>es, e.g. a preponderance <strong>of</strong> girls <strong>in</strong> biology andEnglish language classes. The <strong>in</strong>centive-based strategy was aga<strong>in</strong> targeted moregenerally at improv<strong>in</strong>g atta<strong>in</strong>ment and motivation, rather than be<strong>in</strong>g a gender-specific<strong>in</strong>itiative. It was aimed also at the promotion <strong>of</strong> positive behaviour and was <strong>in</strong>tended<strong>to</strong> benefit all pupils. However, the strategy, with its very structured andcomprehensive approach, was felt <strong>to</strong> work well with boys and it was clear that it wasvalued by the pupils concerned.__________________________________________________________________________________<strong>Review</strong> <strong>of</strong> <strong>Strategies</strong> <strong>to</strong> v University <strong>of</strong> Strathclyde<strong>Address</strong> <strong>Gender</strong> <strong>Inequalities</strong>and University <strong>of</strong> Glasgow
6. Management and whole school perspectivesWhere gender-related strategies were <strong>in</strong> place and were successful, three keycharacteristics were observed. Firstly, each <strong>in</strong>itiative had a champion, someone whowas committed <strong>to</strong> the strategy, <strong>to</strong> the concept <strong>of</strong> gender equality as a part <strong>of</strong> socialjustice and <strong>in</strong>clusion, and who worked hard <strong>to</strong> moni<strong>to</strong>r the success <strong>of</strong> the strategy and<strong>to</strong> susta<strong>in</strong> it beyond the first surge <strong>of</strong> <strong>in</strong>terest. That champion was <strong>of</strong>ten – but notalways – someone who had a management <strong>in</strong>terest with<strong>in</strong> the school, andoccasionally this extended <strong>to</strong> a small group <strong>of</strong> people who, <strong>to</strong>gether, championed thestrategy. This seems <strong>to</strong> be a requirement if such strategies are <strong>to</strong> make an impact.Susta<strong>in</strong>ability requires that <strong>in</strong>novation becomes embedded <strong>in</strong> the culture and practices<strong>of</strong> the <strong>in</strong>stitution.Secondly, staff development had been undertaken <strong>in</strong> l<strong>in</strong>e with the <strong>in</strong>itiative.Sometimes this preceded the <strong>in</strong>troduction <strong>of</strong> the strategy, while at other times itfollowed from the <strong>in</strong>itial <strong>in</strong>troduction. Most <strong>in</strong>terest<strong>in</strong>g and effective were thosecases where staff had, <strong>of</strong>ten <strong>of</strong> their own volition and <strong>in</strong> their own time, accessedresearch and/or engaged a consultant. This was sometimes supported f<strong>in</strong>ancially and<strong>in</strong> other ways by the local authority. Where primary and secondary schools worked<strong>to</strong>gether on a common strategy, there were apparent benefits <strong>to</strong> both.Thirdly, it was also clear that parental <strong>in</strong>volvement <strong>in</strong> gender-related issues madethese <strong>in</strong>itiatives more successful <strong>in</strong> a number <strong>of</strong> ways. It was important that schoolspromoted the parental role: where projects were most successful (e.g. <strong>in</strong> the pre-5 andearly years strategies <strong>in</strong> the study), parents were an <strong>in</strong>tegral part <strong>of</strong> the programmesand were <strong>of</strong>ten specifically targeted (e.g. fathers work<strong>in</strong>g with their sons on read<strong>in</strong>gand literacy skills).Once aga<strong>in</strong>, these f<strong>in</strong>d<strong>in</strong>gs are <strong>in</strong> l<strong>in</strong>e with the literature which argues that there is afundamental need <strong>to</strong> raise awareness, <strong>to</strong> <strong>in</strong>volve stakeholders and <strong>to</strong> moni<strong>to</strong>r andsusta<strong>in</strong> progress.7. Vocational educationThe team observed no <strong>in</strong>stances <strong>of</strong> strategies <strong>to</strong> address gender <strong>in</strong>equalities <strong>in</strong>vocational issues. This was true at all levels – policy and practical – and <strong>in</strong> all sec<strong>to</strong>rs<strong>of</strong> public education.8. Conclusions and recommendationsThe follow<strong>in</strong>g represent the pr<strong>in</strong>cipal f<strong>in</strong>d<strong>in</strong>gs <strong>of</strong> the study and the recommendationsthat follow:• There are significant gender-related <strong>in</strong>equalities <strong>in</strong> <strong>Scottish</strong> schools. For example,nationally available statistics <strong>in</strong>dicate that girls, at all levels, are out-perform<strong>in</strong>gboys.• Local authority policies relat<strong>in</strong>g <strong>to</strong> gender equality <strong>in</strong> <strong>Scottish</strong> schools are, <strong>in</strong> thema<strong>in</strong>, couched with<strong>in</strong> a broader approach <strong>to</strong> social justice and social <strong>in</strong>clusion.However, there is a danger that gender becomes lost or fudged with<strong>in</strong> the broader<strong>in</strong>clusion agenda. Schools and authorities should check that, where necessary,specific attention is given <strong>to</strong> issues <strong>of</strong> gender <strong>in</strong> relation <strong>to</strong> learn<strong>in</strong>g and teach<strong>in</strong>g.Indeed, this may be essential <strong>in</strong> the light <strong>of</strong> the forthcom<strong>in</strong>g legislation onequality 1 . Part 3 <strong>of</strong> the Bill makes discrim<strong>in</strong>ation on the basis <strong>of</strong> gender illegal,1 Equality Bill - http://www.publications.parliament.uk/pa/cm200405/cmbills/072/2005072.pdf__________________________________________________________________________________<strong>Review</strong> <strong>of</strong> <strong>Strategies</strong> <strong>to</strong> vi University <strong>of</strong> Strathclyde<strong>Address</strong> <strong>Gender</strong> <strong>Inequalities</strong>and University <strong>of</strong> Glasgow
- Page 3 and 4: CONTENTSACKNOWLEDGEMENTSEXECUTIVE S
- Page 5 and 6: EXECUTIVE SUMMARYIntroductionThe Re
- Page 7: Staff and management in most school
- 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
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- 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
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differences in the ways that boys a
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Burn, E (2001) Do boys need male pr
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Lloyd, G (ed.) (2005) Problem Girls
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Rowe, K, Nix, PJ and Tepper, G (199
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APPENDIX 1 QUESTIONNAIRE FOR LOCAL
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6. Would you expect any written pol
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C. Strategies to address gender ine
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Local authority161718Strategy/Area
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Focus group schedule: pupilsThe the
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4. ImpactHas the project made any d
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Policy origin of the initiativeLoca
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Relationship with other strategiesE
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Section 4Focus Group - ParentsGener