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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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LUCIA A. GILBERT 《Counselor Education & Supervision》1981,21(1):57-62
The author asked student counselors to predict sex-role behaviors of a hypothetical female or male client experiencing academic and personal difficulties. In general, student-counselor attitudes (liberal or moderate) toward sex roles influenced their predictions of client behavior in work and education roles but not in family roles. The sex of the client also influenced their judgements. The author discusses the implications of these findings for future research and for training programs to reduce sex bias in counseling. 相似文献
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GILBERT CLARK ENID ZIMMERMAN 《The International Journal of Art & Design Education》1994,13(3):275-286
This paper contextualises and summarises five research projects concerned with the education of artistically talented students in the United States. It reports on over ten years of research and describes the hypotheses, methods and findings of studies linked by their concern for the special needs of the artistically able. Finally, the paper points towards the next stages of the research. 相似文献
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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