Gender Consciousness and PrivilegePsychology Press, 2000 - 180 pages Develops a new framework for working in schools that helps educators make informed decisions about change at individual, classroom, curricular and school levels on behalf of gender equity. Addresses the issue of understanding the impact of education on the two sexes, and looks at responsibility for creating gender-fair environments, organising work and creating environments for learning. The book draws on a two-year study into the role that gender played as three Catholic high schools prepared to move from single sex to coeducation. It does not weigh the advantages of single sex against coeducative approaches, but studies gender in a setting where the particpants' consciousness of gender issues was heightened: faculty and administration were formally and informally discussing gender concepts and students were talking about male and female issues. The book shows that the combination of leadership, staff and curricular awareness, and an understanding of gender fair and gender affirmative practices can serve to improve institutional effectiveness and lead to higher levels of student achievement. |
Contents
Studying Gender Consciousness and Privilege | 21 |
Three Teachers Three Classrooms Three Schools | 39 |
Gendered Cultures and Students Lives | 66 |
Action Research and Feminism | 119 |
Conclusions | 132 |
Student Surveys | 159 |
References | 163 |
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Common terms and phrases
academic achievement action research administrators all-female school all-male assumptions athletics behavior believed boys Bronson Bryk calculus Catholic high schools Catholic schools change to coeducation Charlene Wilson Chicago Series classroom coeducational schools consciousness and privilege create critical transformation curriculum decision develop discourse discussion effect enrollment expectations experience faculty members female students female teacher females and males feminist research focus groups freshman gender consciousness girls grade individual interaction interviews issues leaders leadership learning environments male privilege male students males and females math teachers mathematics mathematics education NCTM Standards norms participants pedagogy peers percent Position practices pre-calculus public schools questions Schmuck school culture self-efficacy senior sex bias sex equity sexism single-sex and coeducational single-sex education single-sex schools social staff talk teaching three schools tion Title IX track traditional transition to coeducation understand wanted Xavier faculty Xavier High School Xavier St Xavier teachers young women
References to this book
Defining and Redefining Gender Equity in Education Janice Koch,Beverly J. Irby No preview available - 2002 |