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CYNTHIA MACDONALD 《Philosophical Books》1991,32(3):163-164
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ABSTRACT The study contributes to our understanding of the less obvious ways in which gender divisions at management level in schools are perpetuated. The authors examine a situation in which a confident, ambitious, well-qualified woman teacher chose not to apply for internal promotion to a management position. The context is a comprehensive school with a proven commitment to issues of equality. Governors and the head of the school were determined to encourage women applicants. Deficit models, 'trait' models, and traditional patterns of gender hostility are all considered yet provide a less than adequate explanation. Instead, complex individual behaviour patterns and external constraints influence events within an apparently positive equal opportunities climate. Analysis of these events and the parts played reveal subtle yet powerful gender dimensions behind a foreground of financial pressures and budget cuts. 相似文献
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GEORGE MACDONALD ROSS 《Journal of Philosophy of Education》1988,22(2):207-219
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This article explores the gender dynamics of boys' responses to one particular aspect of English teaching: oral performance work. It focuses on the possibility that the requirement to perform publicly in dramatic and other oral tasks may be an important factor in the rejection of English by many boys, and may contribute to boys' relatively poor achievement in English. The article provides a study of boys' engagement in English oral activities in two classrooms, and identifies a number of factors influencing boys' English learning. In particular, it shows that there is no simple relation between the performance requirements of English learning activities and boys' disengagement with English. 相似文献
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