Girl Friendly Schooling

`I shall certainly make extensive and enthusiastic use of [the book] ...' - British Educational Research Journal

Part One What makes schooling unfriendly to girls? 1 Sex bias in schools: national perspectives 2 The attitudes of teachers 3 Teachers’ attitudes towards girls and technology 4 The new vocationalism in secondary schools: its influence on girls Part Two Interventions to make schooling more girl friendly 5 Girl friendly science and the girl friendly school 6 Personal and professional: a feminist approach 7 INSET for equal opportunities in the London Borough of Brent 8 Teacher attitudes towards issues of sex equality 9 ‘Humberside goes neuter’: an example of LEA intervention for equal opportunities 10 Development of LEA policy: Manchester Part Three Reflections on intervention: where do we go from here? 11 Legislation and mediation: to what extent has the Sex Discrimination Act changed girls’ schooling? 12 A question of judgment 13 Unfriendly myths about women teachers 14 Is ‘girl friendly schooling’ really what girls need?

Maureen Cruickshank became Principal of Beauchamp College (1200 students aged 14 to 18) in 1981 after 5 years as Vice Principal in another Leicestershire college. She has also taught in a girls’ boarding school, an inner-city primary and 3 other comprehensive schools. Rosemary Deem is a lecturer in the School of Education at the Open University. Her publications include Women and Schooling (1978) and Co-education Reconsidered (1984). She has also been a County Councillor and school governor. Lesley Kant taught in London comprehensives before moving into teacher training. At the Schools Council she worked on examinations and assessment developments such as pupil profiles and examination reform, and co-ordinated the equal opportunities programme. She is currently working as a Senior Secondary Adviser with Norfolk LEA and is the co-author of Jobs for the Girls, a Schools Council publication on girls’ career opportunities, and A Working Start (forthcoming, SCDC). Judith Whyte is a Senior Lecturer at Manchester Polytechnic, from where she co-directed the GIST (Girls Into Science and Technology) Project. She has written Beyond the Wendy House (Longmans, 1983) on sex stereotyping in primary schools, and Girls Into Science and Technology (Routledge & Kegan Paul, in press). Her current research and teaching interests include educational innovation and evaluation, and women in educational management.

Asks what makes schooling unfriendly to girls and examines the success or otherwise of interventions intended to bring about change.