Published June 26, 1998
by Routledge .
Written in English
| The Physical Object | |
|---|---|
| Number of Pages | 280 |
| ID Numbers | |
| Open Library | OL7484912M |
| ISBN 10 | 0415167027 |
| ISBN 10 | 9780415167024 |
In discussing the character of boys' and girls' achievements in a range of school subjects, the authors seek to 'balance the books' by debating the different, if sometimes competing needs of both boys and girls. Gender in the Secondary Curriculum - eBook. Gender in the Secondary Curriculum book. Balancing the Books. Gender in the Secondary Curriculum. DOI link for Gender in the Secondary Curriculum. Gender in the Secondary Curriculum book. Balancing the Books. Edited By Ann Clark, Elaine Millard. Edition 1st Edition. Cited by: 1. Gender in the Secondary Curriculum: Balancing the Books. Paperback. English. Edited by Ann Clark, Edited by Elaine Millard. Share. The 'gender gap' in GCSE results continues to be of prime concern, and there is now a real need for knowledge about how teachers can address this gap. Gender in the secondary curriculum: balancing the books. [Ann Clark; Elaine Millard;] -- "The 'gender gap' in schooling, as manifested by the current disparity in boys' and girls' achievement at GCSE, continues to create problems for teachers.
In this volume, a team of contributors considers the gender issues particular to each subject of the secondary curriculum. They discuss effective strategies supported by their research and practice, and offer some ways forward for teachers. Gender in the secondary curriculum: balancing the books Book Author(s) Clark, Ann, Millard, Elaine Date Publisher Routledge Pub place London ISBN , eBook. Access the eBook. Open eBook in new window. ,,, Preview. This item appears on. The book begins with an overview of contemporary social and cultural approaches to schooling and gender, focusing particularly on the contribution of feminist scholars to the debate. It further examines key aspects of the secondary school curriculum and the implications for learners of their gendered identity.5/5(1). The curriculum is gendered in two main ways: 1. Different subjects are associated with masculinity and femininity. 2. Teachers teach different material, or treat it differently, according to whether they are teaching girls or boys.
The gender bias in education reaches beyond socialization patterns: bias is embedded in textbooks, lessons, language and teacher interactions with students. This type of gender bias is a part of the hidden curriculum of lessons taught implicitly to students through the everyday functioning of their classroom. The position paper Gender Equity and the National Collaborative Curriculum identified ways in which schools play a significant role in the construction of gender and dealing with issues such as language, sexual harassment, violence and self-esteem through curriculum. This book uses detailed case studies of two secondary schools to examine the relationship between curriculum choice and gender identity among fourteen-year-old pupils making their first choices about what subjects to pursue at exam level. It reveals a two way by: While research has focused on unequal access to education and differences in enrolment rate for girls and boys, the way curriculum and textbooks can position boys and girls unequally and constructs them as gendered subjects must be explored as well (Durrani, ).
