Promoting Gender Equality in Schools – Educational Development Service, Clackmannanshire
Summary Details
Primary 7 survey of views on gender roles with data analysis tied into a proposed inter-disciplinary Curriculum project for Secondary schools in Clackmannanshire.
Target Group
School pupils in Clackmannanshire.
Approach
In Autumn 2009, Clackmannanshire Council’s Equalities Monitoring and Development Group supported the gathering of questionnaire data from all P7 pupils about their perceptions of gender roles.
Questions asked included – “what job would you like to do when you leave school?” Pupils were also asked to colour in ‘girl’ jobs and activities pink, ‘boy’ jobs blue and ‘either’ jobs yellow. This included jobs such as mechanic, teacher, police, hairdresser, doctor, bus driver, cleaner, singer and chef. They were also asked to answer true or false to statements such as: “girls are cleverer than boys”, “boys are better at sports than girls” and “girls talk more than boys”.
The purpose was to provide a council-wide baseline of understanding about P7 pupils’ perceptions of possible opportunities or constraints associated with gender.
Outcomes
The survey produced a rich resource of data. Unfortunately, the staff member who organised this work left before a full analysis of the data could be undertaken. This led remaining staff to consider taking a more creative approach to completing the work.
It has therefore been proposed that the data be analysed by secondary school pupils, to enrich their development of skills in maths, data handling and critical thinking. Secondary school (probably S2) pupils, supported by staff from across departments (eg Maths, ICT, Modern Studies) would undertake analysis of data from associated primary schools.
In addition to the technical aspects of handling the data, pupils would be encouraged to consider stereotypes and broaden their understanding of sex discrimination.
Linked activities could include pupils making presentations of their analyses and conclusions, for example as part of S1 induction. Older pupils could remind new pupils that they should not restrict their aspirations to ‘traditional’ gender roles and that they will be supported and encouraged to learn about the fields that interest them most.
Strengths
This is an example of creative thinking that turned a negative event – the loss of the key staff member who was responsible for the survey itself – into a positive opportunity for pupil learning.
This example demonstrates the diversity of ways in which schools can actively promote gender equality.
Further Details
Promoting Gender Equality - proposal for inter-disciplinary curriculum project for secondary schools in Clackmannanshire.
Helene Witcher
Quality Improvement Officer
Education Development Service
Clackmannanshire Council
Lime Tree House
Alloa
FK10 1EX
Tel: 01259 452563
hwitcher@clacks.gov.uk
14 May 2010
