By Carolyn Jackson, Carrie Paechter, Emma Renold
It is a booklet to possess, learn and re-read for its insights and which may still then galvanize us to behave in order that all young ones in class may be able to take pleasure in and make the most of schooling. Professor Debbie Epstein, Cardiff collage, united kingdom, Editor, Gender and schooling "This very good ebook bargains proof from a wealthy vein of analysis overlaying all points of women' and younger women's studies of schooling, out and in of college, and is consequently an absolute needs to for all thinking about instructing, studying, getting to know and policy-making on gender." Professor Gaby Weiner, college of Edinburgh, united kingdom Countering claims that we are living in 'post-feminist' occasions within which women 'have all of it' and will do, and be, no matter what they prefer, this ebook explores a few of the present issues of, and approximately, women at the present time. concerns on the subject of ladies' education and femininities were sidelined and depoliticised in fresh schooling agendas. but questions and matters with regards to schoolgirls' lives and studies deserve quick cognizance. now not all women are academically winning; many women face exclusion in colleges; profession aspirations are nonetheless gendered; premiums of smoking and ingesting alcohol are excessive among a few teams of ladies. With contributions from prime researchers in gender and schooling, this publication: attracts on leading edge learn to think about ongoing difficulties and discover new agendas. comprises contributions on the subject of the total 3-16 12 months age diversity. Considers either the inside- and out-of-school reports of women, and locates them inside wider debates approximately gender anxieties in modern schooling. This topical assortment highlights the most matters confronted through women in Britain this day, and endeavours to place ladies again at the academic schedule. it really is crucial interpreting for college kids, teachers and researchers in schooling, sociology, and women' reports, in addition to for college lecturers and schooling coverage makers. individuals: Alexandra Allan, Sheryl Clark, Fin Cullen, Jannette Elwood, Becky Francis, Rosalyn George, Valerie hello, Laura Hills, Jean Kane, Gwynedd Lloyd, Jackie Marsh, Barbara Martin, Gillean McCluskey, Emma Renold, Sheila Riddell, Jessica Ringrose, Farzana Shain, Joan Stead, Elisabet Weedon
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Additional resources for Girls and Education 3-16: Continuing Concerns, New Agendas
Pupils’ and teachers’ views of the impact of matching educators and learners by gender, Research Papers in Education, 23(1): 21–36. Gaskell, E. (1992) Gender Matters from School to Work. Buckingham: Open University Press. Harris, A. (2004) Future Girl: Young Women in the Twenty-first Century. London: Routledge. Hey, V. (1997) The Company She Keeps: An Ethnography of Girls’ Friendships. Buckingham: Open University Press. , Sharpe, S. and Thomson, R. (1998) The Male in the Head: Young People, Heterosexuality and Power.
G. Blanden and Machin 2007; Cassen and Kingdon 2007). 1 reports achievement at GCSE, the exams taken by all pupils age 16 at the end of Key Stage 4, the final stage in compulsory schooling. 1 reveals a gender gap for both FSM and non-FSM groups (9 per cent for FSM pupils; 10 per cent for non-FSM pupils). But it simultaneously highlights a wider gap according to FSM: nearly double the proportion of girls and boys not taking FSM achieve 5 or more GCSE A∗ –C grades, compared with counterparts taking FSM.
Ivinson, G. and Murphy, P. (2007) Rethinking Single Sex Teaching. Maidenhead: Open University Press. Jackson, C. (2006) Lads and Ladettes in School: Gender and a Fear of Failure. Maidenhead: Open University Press. , Moreau, M. and Hollingworth, S. (2008) Mathematical Images and Gender Identities. London: IPSE. Organization for Economic Co-operation and Development (OECD) (2007) PISA 2006: Science Competencies for Tomorrow’s World Executive Summary. org. Renold, E. and Allan, A. (2006) Bright and beautiful: high achieving girls, ambivalent femininities, and the feminisation of success in the primary school, Discourse, 27(4): 457–73.