Gender Consciousness and Privilege

Nonfiction, Reference & Language, Education & Teaching
Cover of the book Gender Consciousness and Privilege by Celeste Brody, Kasi Allen Fuller, Penny Poplin Gosetti, Susan Randles Moscato, Nancy Gail Nagel, Glennellen Pace, Patricia Schmuck, Taylor and Francis
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Author: Celeste Brody, Kasi Allen Fuller, Penny Poplin Gosetti, Susan Randles Moscato, Nancy Gail Nagel, Glennellen Pace, Patricia Schmuck ISBN: 9781135699031
Publisher: Taylor and Francis Publication: August 12, 2005
Imprint: Routledge Language: English
Author: Celeste Brody, Kasi Allen Fuller, Penny Poplin Gosetti, Susan Randles Moscato, Nancy Gail Nagel, Glennellen Pace, Patricia Schmuck
ISBN: 9781135699031
Publisher: Taylor and Francis
Publication: August 12, 2005
Imprint: Routledge
Language: English

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.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

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.

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