The female stranger in a male school

A questionnaire was issued to 18 girls undertaking their Year 12 studies at an Australian private Catholic boys’ day school of 700 students. The questionnaire encompassed several factors in regard to gender issues and differentiation in education—subject choices, career ambitions, interaction between the sexes, female friendships, perception of gender differentiation and stereotyping in teaching styles and school structures. The girls were also asked to consider various feminist principles in relation to personal future goals. The theoretical framework within which the study was conducted was Schulz's notion of the “stranger” attempting to interpret and accommodate to the “cultural patterns” of the “approached group” of the “thinking-as usual” of the “foreign group” confronting that of the “approached group” and its “unquestioned and unquestionable reality”. The results indicate the girls’ high level of awareness of gender differentiation amongst peers, teachers and in-school structures; criticism of and unwillingness to accept the new “cultural pattern” and a modelling of their future lives along liberal feminist principles. Copyright © 1990 by Taylor & Francis Group. All rights reserved.