Gender, equity, and schooling: policy and practice

Sex discrimination in educational contexts is an ongoing problem despite the passage of Title IX in 1972. Many schools have not aligned their policies with new laws protecting students from bullying and harassment, and many professionals are unaware of their new obligations in regards to new state regulations. This article presents the findings from semi-structured interviews with 10 participants reporting on the roles and responsibilities of Title IX coordinators in their K-12 school districts. Title IX coordinators were difficult to locate and recruitment was a challenge in this study. However, our findings indicate a strong alignment with Lipsky’s concept of “street-level bureaucrats” (1971, 2010). We found that these school administrators had autonomy and discretion in interpreting and enacting their duties, however they lacked time, information, and other resources necessary to respond properly to the stated duties in their position. They reported spending very little time on Title IX-related duties, many felt under-supported and under-prepared, and few had comprehensive understanding of their responsibilities. We conclude with recommendations for policy and practice regarding the training and supports of Title IX coordinators and related gender equity efforts in K-12 schools.

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Knowing their place: the political socialisation of Maori women in New Zealand through schooling policy and practice, 1867-1969

Women s History Review ◽

10.1080/09612029800200163 ◽

1998 ◽

Vol 7 (1) ◽

pp. 85-105 ◽

Cited By ~ 3

Author(s):

Kuni Jenkins ◽

Kay Matthews

Keyword(s):

New Zealand ◽

The Political ◽

Policy And Practice ◽

Schooling Policy

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Sex and Gender: The Challenges for Epidemiologists

International Journal of Health Services ◽

10.2190/cwk2-u7r6-vce0-e47p ◽

2003 ◽

Vol 33 (3) ◽

pp. 569-579 ◽

Cited By ~ 34

Author(s):

Lesley Doyal

Keyword(s):

Gender Equity ◽

National Health ◽

Health Research ◽

Gender Issues ◽

Evidence Base ◽

Sex And Gender ◽

Policy And Practice ◽

Biological Sex ◽

And Gender ◽

Conceptual Confusion

Gender issues are now receiving more attention on global and national health agendas. However, the evidence base for policy and practice in this area remains limited and conceptual confusion is still common. This article reviews the challenges facing epidemiologists and other researchers who aim to make their work more “gender sensitive.” It begins by exploring the concepts of biological “sex” and social “gender” and assesses their implications for the health of both women and men. It then reviews a range of strategies for mainstreaming sex and gender into health research. The article concludes with brief comments on the links between gender equity and wider equality concerns.

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Educating Girls: Complexities of Informing Meaningful Social Change

Studies in Social Justice ◽

10.26522/ssj.v12i2.1627 ◽

2018 ◽

Vol 12 (2) ◽

pp. 195-214

Author(s):

Karen Monkman

Keyword(s):

Gender Equity ◽

Research Policy ◽

Asian Country ◽

Community Sustainability ◽

Policy And Practice ◽

Group Discussions ◽

Dynamic Interactions ◽

Global Policy ◽

The Face ◽

Do So

Jackie Kirk devoted her career to trying to bridge the relationships among research, policy and practice for the purpose of making the world a better place for children, teachers, and communities. Reflecting her priorities, we examine herein how research, policy and practice interact to enable a robust and dynamic program that educates girls for purposes far beyond typical policy priorities of access and parity. To do so, we rely on interviews and focus group discussions that involved over 130 individuals who were involved with one girls’ education program in a remote region of a Southeast Asian country. Their narratives reveal that the program was flexible and responsive, yet guided by clear ideas about gender equity. This work is not prescriptive or predictable; it evolves through dynamic interactions. Global policy priorities of access and parity became means toward more important goals including community sustainability in the face of environmental and economic challenges. Structures that enabled this robust program included space, time, funding, and a dynamic conceptual lens.

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Creating Hybrid Spaces for Engaging School Science Among Urban Middle School Girls

American Educational Research Journal ◽

10.3102/0002831207308641 ◽

2008 ◽

Vol 45 (1) ◽

pp. 68-103 ◽

Cited By ~ 156

Author(s):

Angela Calabrese Barton ◽

Edna Tan ◽

Ann Rivet

Keyword(s):

Middle School ◽

Learning Community ◽

Gender Equity ◽

School Science ◽

Social Worlds ◽

Policy And Practice ◽

Middle School Girls ◽

Urban Middle School ◽

Hybrid Spaces ◽

School Girls

The middle grades are a crucial time for girls in making decisions about how or if they want to follow science trajectories. In this article, the authors report on how urban middle school girls enact meaningful strategies of engagement in science class in their efforts to merge their social worlds with the worlds of school science and on the unsanctioned resources and identities they take up to do so. The authors argue that such merging science practices are generative both in terms of how they develop over time and in how they impact the science learning community of practice. They discuss the implications these findings have for current policy and practice surrounding gender equity in science education.

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National gender equity and schooling policy in Australia: Struggles for a non-identitarian feminist politics

The Australian Educational Researcher ◽

10.1007/bf03216897 ◽

2009 ◽

Vol 36 (2) ◽

pp. 21-37 ◽

Cited By ~ 6

Author(s):

Amanda Keddie

Keyword(s):

Gender Equity ◽

Feminist Politics ◽

Schooling Policy

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Approaching gender equity in academic chemistry: lessons learned from successful female chemists in the UK

Chemistry Education Research and Practice ◽

10.1039/c6rp00252h ◽

2018 ◽

Vol 19 (1) ◽

pp. 24-41 ◽

Cited By ~ 2

Author(s):

Jaimie Miller-Friedmann ◽

Ann Childs ◽

Judith Hillier

Keyword(s):

Gender Equity ◽

Gender Gap ◽

Lessons Learned ◽

Support Network ◽

Academic Science ◽

Unconscious Bias ◽

Policy And Practice ◽

Recruitment And Retention ◽

The Uk ◽

Academic Chemistry

The internationally acknowledged gender gap in science continues to be an unrelenting concern to science educators; aggregate data in the UK show that both recruitment and retention of women in academic science remain relatively low. Most published research focuses on women in the broad field of science, generates correlations or predictions, or examines the reasons why women do not participate in fields like physics or engineering. Previous work has not yet addressed how women have found ways to succeed in particular fields, such as chemistry, or how successful pathways may be applied to recruitment and retention efforts in those fields. This study investigated the experiences of successful British female chemists, in order to uncover coping mechanisms and commonalities that may illuminate obstacles and solutions particular to women in chemistry. Four case study semi-structured life history interviews with highly successful British female chemists revealed common experiences that helped the women in the study to succeed. Of these, two resonated with the literature: having an integrated support network, and the ability to cope with financial and career instability; choice of subfield and adaptation of (unconscious) bias are offered as new insights. The findings suggest changes in policy and practice that would provide particular kinds of support for women in chemistry at school and university level. Implementing these changes may be the impetus needed to approach gender parity in UK academic chemistry from undergraduate to Professor.

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