Sacrificial girls : a case study of the impact of streaming and setting on gender reform

Charlton, Emma, Mills, Martin, Martino, Wayne and Beckett, Lori 2008, Sacrificial girls : a case study of the impact of streaming and setting on gender reform, British educational research journal, vol. 33, no. 4, pp. 459-478.

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Title Sacrificial girls : a case study of the impact of streaming and setting on gender reform
Author(s) Charlton, EmmaORCID iD for Charlton, Emma orcid.org/0000-0002-5899-5667
Mills, Martin
Martino, Wayne
Beckett, Lori
Journal name British educational research journal
Volume number 33
Issue number 4
Start page 459
End page 478
Total pages 20
Publisher Routledge
Place of publication London, England
Publication date 2008-07-26
ISSN 0141-1926
1469-3518
Keyword(s) girls
gender reform
Summary This article reports on research funded by the Australian Research Council to investigate school responses to gender equity. It addresses the efforts of a disadvantaged school to tackle what they perceived to be gender inequalities, but in the process of constructing a top-set and bottom-set/ stream class they are developing new forms of old inequalities and new forms of inequalities. This research indicates that despite popular assertions that girls’ education has become the priority of schools and education systems, girls are being further disadvantaged through attempts to implement market strategies coupled with gender reform agendas grounded in liberal notions of equity and relying on unsophisticated notions of affirmative action. In addition, this study highlights the extent to which a media-driven debate about boys’ education has influenced the constitution of boys as the ‘new disadvantaged’ with the capacity to determine the nature of gender reform agendas and programmes in schools.
Language eng
Field of Research 130308 Gender, Sexuality and Education
Socio Economic Objective 939903 Equity and Access to Education
HERDC Research category C1.1 Refereed article in a scholarly journal
HERDC collection year 2008
Copyright notice ©2008, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30050905

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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Created: Thu, 28 Feb 2013, 16:22:02 EST by Emma Charlton

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