AWE Leading Social Change

Girls and ICTs role models kit

Leading Social Change

Gender and Education Guidelines

The Association of Women Educators Leading Social Change project has been funded by the Australian Government

through the Women’s Leadership and Development Program

An e-learning guide with research findings, checklists and links to key readings and resources

Research report

Survey feedback

The costs of the gender divide

Gender and leadership

Managing change

School management

Policy and procedures

Behaviour management

Learning and teaching

Inclusive curriculum strategies

Key readings

Links

References

Research report

The research activities for the Leading Social Change project included a broad review of the literature to explore gender and education issues and links between notions of productive leadership, productive pedagogy, and professional learning communities. An online survey investigating personal and professional issues and experiences in education for social change has provided rich commentary in support of the identified issues.

Key findings of the research into leadership for social change point to the importance of quality with respect to professional knowledge and relationships with students; opportunities for reflection and collaborative learning and investigation about local issues; supportive, informed and distributed leadership; clear policy directives and the translation of theoretical knowledge to school culture and practices.

The primary significance of “threshold knowledge” is clear, however systems, leaders and educators generally do not make adequate links between the social construction of gender and how this influences identity formation, beliefs, attitudes, behaviour and social and academic outcomes.

The dominant influence on community perceptions is the media and popular "experts" and this has resulted in theoretically impoverished and adversarial frameworks for action. These frameworks feature antifeminist and essentialist interpretations of gender issues, a diminishment of concern about educational and social outcomes for girls, and a positioning men and boys as the new victims or competing victims in gender equity and schooling priorities. Of major concern is the virtual silence about the construction and impact of hegemonic masculinity in our culture (Connell 1997) – in politics, industry, communities, families and schools. Understanding about the connections is limited and resisted.

It is important to understand how personally challenging it is to consider long held, often unconscious beliefs about the meaning of being female or male. Considering how gender is a social construct results in a calling into question of many of our previous decisions and actions in relationships, parenting and work, and requires a reassessment and change of direction for the future. Emotionality, fear and resistance often arise when a social construction of gender analysis is held up against perceptual frameworks which are individualist, essentialist ( “boys and girls are different”, “boys will be boys”), anti-feminist, or just easier to understand and articulate, simpler, more comfortable, and appealing to notions of “common-sense”. It is not surprising that many of us “resist a socially critical view and explanations about how behaviour and performance is related to the construction of gender, by refusing to acknowledge the problem, or by supporting explanations that do not challenge (our) own agency and responsibility” (Framework for Gender Equity. 1997)

The Leading Social Change project has supported the sharing of stories, advice, recommendations and resources to help bring issues to light, evolve our understandings, inspire interest and strengthen motivation, and develop and sustain our individual and organisational capacity for leading social change.

Responses to the Leading Social Change survey have come from educators from many fields - lecturers, policy officers, principals and teachers, guidance officers, social workers and chaplains. In their responses they have described the issues which concern them, how their perceptions were shaped, and the insights gained from their own lives. Responses have reflected the findings from the literature review and the focus areas and strategic plan of the Association of Women Educators. A discussion forum has been set up on the AWE website to enable continued engagement with all members of the education and wider community, particularly those in rural areas or who are otherwise isolated.

Many excellent gender and education resources have been developed, and the arguments and directions for change have been well articulated. One of the greatest challenges for all of us is in making time and finding the right support. This resource provides an accessible outline of issues and approaches linked to selected key resources. Whilst reviewing the literature it became apparent that we continue to address many of the same challenges and rather than creating a new summary and commentary, it would be eminently sensible to give an e-life to sections of the training module Piecing it together – understanding the social construction of gender (Education Queensland 1996). These pages of Piecing it together have been reproduced with permission and provide a scaffold for elaborations from the research findings and links to further readings and professional learning and teaching resources.

* From Education Queensland (1996) Piecing it together – understanding the social construction of gender

Copyright in this work is owned by or licensed to the State of Queensland (acting through the Department of Education and Training), PO Box 15033 City East QLD 4002 Australia and is reproduced with its permission. No part may be further reproduced in hardcopy form, electronically or by any other process without the express written permission of the Department

Survey feedback

The following pages give voice to the experiences and insights of diverse educators, illustrating the great depth and range of concerns, as well as the practical ways we can support change. They will provide wonderful affirmation and stimulus for reflection and conversation in your community.

What are your areas of interest or concern? (new window - pdf - 82kb)

What has inspired you to become active? What has been your experience of injustice? (new window - pdf - 83kb)

What are the most significant positive actions that you have witnessed, or in which you have participated? (new window - pdf - 161kb)

How did particular people help shape your ideas and practice? (new window - pdf - 91kb)

What are the leadership issues which concern you? (new window - pdf - 206kb)

What have been the challenges in your involvement in education for social change? How have you met these challenges? (new window - pdf - 155kb)

How have school or system leaders supported you or others to address gender issues? (new window - pdf - 243kb)

The costs of the gender divide*

A dualism by nature prizes one pole and not the other

In this society, masculinity is prized; femininity is devalued. By continuing to treat the sexes as different and by continuing to separate the sexes along gender lines, we ensure that gender balance remains unequal.

Lack of assertion and self esteem

Girls’percieved low self esteem needs to be seen as part of the cultural context in which women’s and girl’s esteem and status are seen as subordinate to men’s. Unless notions of femininity and masculinity are addressed, girls will get the impression that the problem lies with them and that they are deficit in some way.

Narrow choices of career

Despite some advancements, the workforce continues to be highly gender stereotyped. Because work tends to be gender segregated with mens’ work more highly valued women will be the losers.

Anorexia and other detrimental behaviours related to appearance

The message the media portray is that girls and women are not only slim and beautiful but only, slim, beautiful women are popular, loved and worthwhile. Such portrayals are having a detrimental impact on girls’ identity and attitude to their own bodies and health.

Relationship and family stress and breakdown

It is unavoidable that we be strongly influenced by the limiting traditional and stereotypical identities, roles and expectations of our cultures – romantic, sexualised, and violent - through family and community, industry and commercial media . Women continue to bear the burden of responsibility for domestic labour and childcare.

Violence and emotional abuse - hegemonic masculinity

Men's violence against themselves - Young men are more likely to suicide (particularly homosexual youth), die from motor vehicle accidents and be convicted of drink driving and drug offences than young women.

Men’s violence against other men - Around one third of homicides occur between male peers. Most homicides are committed by family members and friends and acquaintances. Men between the ages of 15 and 29 years of age are twice as likely as women, in the same age bracket, to be the victims of attacks or assaults (the offender is most often male also). These confrontations typically occur in leisure scenes, frequently involve alcohol and evolve around concepts of ‘face’ and honour.

Men’s violence against women – Women are still subject to high rates of sexual harassment and abuse. Australia has one of the highest domestic violence rates in the world. This violence is, in effect, sanctioned by popular culture.

* From Education Queensland (1996) Piecing it together – understanding the social construction of gender

(Copyright in this work is owned by or licensed to the State of Queensland (acting through the Department of Education and Training), PO Box 15033 City East QLD 4002 Australia and is reproduced with its permission. No part may be further reproduced in hardcopy form, electronically or by any other process without the express written permission of the Department)

Gender and Leadership

Educational leadership should be exercised by principals, deputy principals and heads of departments, but it is not limited to them and should also be exercised by teachers, students, parents and others. (Lingard et al, 2003)

Challenges

Strong women are difficult and dangerous because they trouble dominant masculinities and modes of management by being different. Those who also seek to promote gender equity further challenge the ‘natural order of things’, which has historically favoured men in schools and bureaucracies. Feminists are particularly disruptive because they seek social change to achieve gender justice. As both insiders (as managers) and outsiders (as women) in male dominated cultures, women in leadership are often positioned as change agents, and as such bear the brunt of organizational and personal anxieties. (McGill, 2008)
Masculinist models and styles of management
Isolation and stress. Lack of confidence and support.
The triple shift – managing work and family responsibilities.
Managerial rather than pedagogical focus currently characterizing our schools and systems.
Economic rationalism downgrading equity and social justice concerns.

Ways in which systems and leaders can address issues

Culture

Develop positive ‘emotional economies’ / supportive social relationships within the system and schools, between officials, staff (teachers and others) and students, creating a culture of care which encourages professional risk taking.
Take responsibility for much of the emotional labour associated with supporting and maintaining these relationships.
Demonstrate a concern with social outcomes, building of common vision and purposes and establishment of a clear school ethos and philosophy.

Learning

Enable the development of whole school communities as learning organisations by knowledge management and understanding of organizational capital (Hargreaves 1999).
Anticipate resistance, and the forms it may take, and view it in a positive way, that is, as an opportunity to build shared understandings about issues of gender in the school community.
Encourage the widespread practice of productive pedagogies and the development of professional learning communities.
Support more focused critical interrogation of the 'personal' theories underlying teacher practice. Provide opportunities for reflection and conversation about identity formation - personal and professional constructs - and social and power dynamics.
Support ongoing quality teacher learning about gender related issues and intersections with poverty, disability, cultural and linguistic diversity, and sexuality.
Discuss curriculum and about how educational theory translates into strategy. Engage the whole school community in cycles of learning and action research.
Be critically informed and selective about resourcing and support. Join supportive professional associations such as the AWE.
Document and disseminate stories of effective delivery and inclusive education.

Change and Resistance*

Resistance

Resistance is a probable accompaniment to change. Resistance may be manifest in both active and passive behaviours. Examples are:

Refusal to acknowledge problem/dimunition of problem.

This is characterised by statements such as:

‘There’s no problem with .. here’;
‘These are isolated incident’;
‘You’re making a fuss about nothing’;
‘Girls already get equal opportunity’.

Fear of:

altering the power bases in the school;
needing to change personal interactions;
scrutiny by another teacher; and
perceived lack of professionalism.

Inability to see educational significance:

‘This is a personal issue’;
‘What’s it got to do with the classroom?’;
‘We’re not paid to be social workers’.

Resistance may generate active opposition which may take the form of:

attacks on the professionalism of those managing the change;
the use of personal attacks, including sexual harassment, on those involved in the change process;
ostracism;
refusal to implement elements of the change process.

Managing change

Anticipating resistance, and the forms it may take, can assist in successfully effecting change:

Disperse leadership to support the spread of leadership practices and collaborative decision-making processes.
Ensure positive administrative support of change agents within the school that is visible, public and frequent.
Maintain a focus on the educational and social benefits of changes – for girls, boys and staff.
Communicate widely, openly and frequently about all phases of the process.
Establish a feedback mechanism and show that action has been taken on feedback.
Align action with community concerns and relationships outside of the school.
Build community capacity and enlist support through effective partnerships within the school community and with all of the agencies responsible for supporting children, young people and their families.

It is important to see resistance in a positive way, that is, as an opportunity to build shared understandings about issues of gender in the school community.

School Management*

Gender Issues

Ways in which schools can address issues

Schools often distribute adult roles along gender lines which can reinforce the construction that men are naturally suited to positions of power

School culture can transmit strong messages about the value placed on participation of girls and women in the life of the school and wider society

Examine the role and participation of men and women in:

- school celebrations

- assemblies

- prizes for outstanding achievement

- design of murals, posters

- newsletters, magazines

- camps, excursions

Analyse the messages that are given about men and women and change practices that are discriminatory or inequitable

Ensure that both males and females teach senior classes, act in promotion positions and take up leadership responsibility

Policy and procedures

Embed principles of equity and social justice in policy, practices and decision-making at all levels.
Plan in a way which reflects an ethos, organisation, culture and values underpinned by principles of social justice and by democratic processes.
Use data on access, participation, outcomes and retention of diverse groups to evaluate progress, to identify priorities for further action, to plan for improvement and to inform professional learning communities. (Education Queensland, 2005)
Develop clear statements of agreed expectations and responses which take into account shared understandings about the social construction of gender and behaviour and individual and social change. For example, teachers will not dismiss aggressive behaviours as natural or normal for one group or another. Professional learning and collaboration are key to ensure shared understandings and actions.
Some aspects of school culture may demonstrate a valuing of particular groups and cultural activities which could produce and reinforce gendered expectations e.g. aggressive competitiveness and physical toughness. In reviewing programs and policies on discipline, behaviour management and curriculum, consider the ways in which some aspects of school culture may produce and reinforce such behaviours (Department of Education Tasmania. 2008)
School staff and students are implicated by law and in the event of their inaction or indifference to incidents of violence, they may be held liable if legal action is taken. Students also need to recognise the possibilities of legal action being taken against them for the abuse of other students. Opportunities need to be found in curriculum and program activities to incorporate information about citizenship, rights and responsibilities and the law.
Make a public commitment to grievance procedures and referral and support officers to improve confidence that the school provides a safe and supportive environment.

Behaviour Management*

Gender Issues

Sexual harassment and violence which occurs in all schools supports and maintains unequal gender relations

Teachers often expect that girls will be neat, quiet and well behaved, and often assumptions are made about girls sexuality if they are assertive, fight back and/or resistant to boys' or teachers' authority

Teachers often expect that boys will be naughty, demanding and difficult to ignore and spend a great deal of their time trying to ‘manage’ their behaviour

Girls who remain quiet and withdraw from participation in classroom activities are often not identified as behaviour ‘problems’

In many schools groups of boys establish and maintain advantageous access to playground space and other resources

Ways in which schools can address issues

Develop processes and programs which teach that aggression and violence are unacceptable behaviours

Develop curriculum which provides opportunities for girls and boys to understand sexual harassment and learn that it is unacceptable behaviour

Develop grievance procedures for student-student, student-teacher sexual harassment

Involve students and other teachers in analysing classroom interactions and involve students in developing strategies for changing inequitable practices

Provide opportunities for teachers to challenge their preconceived assumptions and expectations based on gender

Undertake surveys to ascertain the use of space and resources and develop strategies to ensure equitable access

Provide opportunities for girls to express their views about their need for space and access to resources

Indicators of effectiveness

Students and staff interact positively and are sensitive to the effects of their behaviour on others

Students and staff are aware of their rights and responsibilities and are confident in using grievance procedures

Sexual harassment, construction of gender and effective communication skills are dealt with in the curriculum

Teachers spend much less time dealing with discipline problems and their time and attention is given equally to female and male students

Learning and Teaching*

Gender Issues

Teachers often approach and interact with girls and boys differently. They can tend to be more chatty and friendly with boys, while girls are often ignored or their contributions undervalued.

To survive in a classroom some girls choose not to seem bright, not to speak up, not to challenge boys or teachers and not to ask for what they want.

Girls experience considerable sexual harassment from boys and from some male teachers.

Girls have a much more negative perception of their capabilities than the boys. Teacher attitudes and behaviour can reinforce this perception.

Boys participate more in classroom activities and gain more of the teacher’s time and attention than do girls.

Girls do not participate in subjects that they do not see as being relevant to their lives or set within a social context

Ways in which schools can address issues

Monitor and analyse the interactions that take place in the classroom e.g. Who questions are directed to, number of times boys and girls speak or are spoken to, the nature of these interactions.

Confront dominating, disruptive and harassing behaviour and address sexual harassment when it occurs.

Ensure that all students can take an active part in class discussions, express feelings and take risks without fear of being considered to be ‘wrong’.

Devise activities where students can control the direction and pace of learning, provide for a range of learning styles, encourage students to compete against themselves rather than against each other and to support each other in their learning.

Have high expectations for all students.

Be explicit about the outcomes students are working towards, and the criteria to apply for assessment.

Use on-going assessment processes and a variety of assessment procedures.

Provide opportunities for students in single sex groups to provide feedback on their teaching and learning experiences.

Indicators of effectiveness

Students take an active part in discussions and feel that their opinions and feelings are valued and acted upon.

Girls participate actively in lessons, take risks and are less concerned with being wrong.

Group and team work is based on harmonious and equal relationships and well constructed tasks.

Boys and girls treat each other as equals and listen to others’ points of view.

Inclusive curriculum strategies*

Curriculum is the product of social, historical, political and economic forces. It involves the selection, interpretation, representation and assessment of culturally-based knowledge, skills and values.

Curriculum work should:

be informed by political, social, economic and historical analysis;
involve explicit identification and evaluation of the values on which it is based;
be a collaborative experience for all participants;
involve collective critical reflection;
be resourced to ensure active participation by teachers, students and parents;
be based on action at personal, school, community and system levels;
acknowledge that individuals will experience the same learning activities in very different ways;
acknowledge that curriculum should be flexible and responsive to the experience of learners.

Examples of Inclusive Curriculum Strategies

timetabling to allow access for all;
viewing popular media productions in order to consider the construction of femininity and masculinity in Australian society;
a science lesson which uses the home as a context for the study of chemisty;
encouraging block corner times for girls and home corner times for boys;
considering the way in which gendered violence is constructed through video and computer games;
discussing how issues of paid and unpaid work are valued differently in society;
eliminating boys’ and girls’ lines outside the classroom and boys’ and girls’ groups for activities.

Exploring the Social Construction of Gender through Inclusive Curriculum

Identifying and addressing barriers that limit students’ opportunities and success

Gender Issues

Ways in which schools can address issues

Indicators of effectiveness

All areas of the curriculum may be ‘available’ to all students but gendered notions of appropriateness of subject selection, work options etc mean that choices are still very gendered.

Boys’ domination of classroom interaction means that many girls often have less access to teacher time and attention.

Sexual harassment of girls and boys who don’t conform to masculine norms restricts quality of participation.

High retention rates for girls mask significant differences in outcomes for girls post-schooling.

Language used may be sexist and discriminatory.

Girls may not be participating fully in areas which rely on technical competence.

Boys may not have educational experiences which focus on family and domestic responsibilities.

Professional development for teachers/parents on issues of construction of gender and its impact on boys and girls behaviours, relationships, aspirations, choices and learning.

Fair, negotiated classroom rules based on explication of gender issues.

Sexual harassment addressed through curriculum and behaviour management plans.

Single sex classes where appropriate to ensure girls can build skills and participate fully in all areas.

Use of non-discriminatory language.

Ensure all students have opportunities to develop technical competencies, and learnings about family and household management.

Schools consider models provided in school communities which challenge gender stereotyped roles.

Reduced gender segregation in subject/activity selection (Including use of playground space etc.)

All school community members are informed about the nature of sexual harassment and are able to access procedures to address it.

Non-discriminatory language used in all school contexts including publications.

Students post school options are less gendered.

Diverse Perspectives, contributions and experiences of different social, cultural and ability groups are included and valued and used as a basis for learning

Gender Issues

Ways in which schools can address issues

Indicators of effectiveness

Material used in class more equally reflects the interests, experience and achievements of diverse women and girls, boys and men

Subjects girls prefer and select are equally valued

A range of strategies are used which cater to learning styles

Content often draws on examples of activities which boys are more likely to have experienced, or which will presumably appeal to “dis-engaged” boys.

Women’s achievements, contributions and experience are often excluded or trivialised

Subjects which until recently were mainly taken by boys (e.g. Maths, Science, Technology) are still more highly valued than those girls have chosen (e.g. Arts, Humanities, Home Economics)

All curriculum areas include content which values the interests and experiences of women (Including family and parenting responsibilities, unpaid work, sexuality and relationships)

Curriculum material includes material about a diverse range of women from different social, cultural groups

Subject/curriculum areas that girls ‘like’ are equally valued with those of boys

Teaching and learning strategies that girls (and many boys) prefer e.g. Questions in familiar and real life contexts, consideration of social implications and relationships, collaborative group work are used

Curriculum is used as a vehicle to challenge rather than to accept social injustice and to skill learners to participate as equals

Gender Issues

Curriculum/society often is presented as neutrals-all students have equal access to all opinions-only that which is ‘important’ is included

Curriculum contributes to the unequal gender relations (Privileging the experiences of white, male, ‘classist’ interests)

Students are often unaware of their rights and responsibilities, legislation and grievance procedures, informal (personal) and formal options available to effect change

Ways in which schools can address issues

Providing girls and boys with the skills to enable them to understand and unravel the ways in which social and political structures (past and present) including the curriculum, act to maintain and support the dominant position of particular forms of masculinity in society

Students and teachers are provided with opportunities to develop an understanding of various legislation, their rights and responsibilities and channels for personal and social action

Providing students with the skills to recognise and analyse sexist behaviours and practices

Actively engage students in examining, deconstructing and challenging the construction of gender in written texts, classrooms and their lives

Indicators of effectiveness

Curriculum not only includes the perspectives and experiences of women but examines why they have been excluded, devaluated or ‘lost’

Students work demonstrates critical awareness and broader views of what it means to be male/female

All students feel able to take personal and social action when they perceive discriminatory/ exclusionary practices are occurring