Gender and management in further education in Scotland: An agenda for research

Research on gender and education is somewhat limited in Scotland, and research that explores the further education sector from a gender perspective is particularly lacking. This paper argues for such work, and underlines its importance given the prominence of FE in the Scottish policy context as a key contributor to the knowledge economy and lifelong learning agendas of the Scottish parliament. The argument is also made that research on gender - including masculinities - may have particular salience in Scotland because of specific cultural assumptions and practices that inhibit the recognition of women in management. The paper reports on a small pilot study of senior women managers in the further education sector in Scotland, and draws on their experiences to advocate further research that is attentive to the gendered nature of organizations and the interrelationship of masculinities and managerialism

Gender and management in further education in Scotland: An agenda for research

Research on gender and education is somewhat limited in Scotland, and research that explores the further education sector from a gender perspective is particularly lacking. This paper argues for such work, and underlines its importance given the prominence of FE in the Scottish policy context as a key contributor to the knowledge economy and lifelong learning agendas of the Scottish parliament. The argument is also made that research on gender - including masculinities - may have particular salience in Scotland because of specific cultural assumptions and practices that inhibit the recognition of women in management. The paper reports on a small pilot study of senior women managers in the further education sector in Scotland, and draws on their experiences to advocate further research that is attentive to the gendered nature of organizations and the interrelationship of masculinities and managerialism

Gender and Pupil Performance: Where do the Problems Lie?

Over the last 30 years policies to promote equal opportunities in education focused on overcoming the disadvantages experienced by females. More recently there has been concern about lower levels of attainment by males in national examinations. The article suggests that policies aimed at recent male underachievement in secondary schooling are too simplistic. It presents statistical evidence to show a gender gap in attainment since 1975; gender differences from pre-school onwards; relatively greater progress by males than females in post-compulsory schooling; wide social class differences in attainment; preponderance of boys referred to learning and behavioural support; continuing differences in subject choice which reflect gender differences in careers. This article is based on research commissioned by the Scottish Executive. The research was carried out over one year, in 2000, and was based on a review of the relevant research literature and policy documents, statistical analysis of official data and case studies of six secondary schools in different parts of Scotland, together with their associated primary schools. Overall, 76 members of staff were interviewed in the case study schools, of whom 14 were in primary schools. Further findings from the research are detailed in Tinklin, et al., 2001.</jats:p

Gender and pupil performance

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The Gender Balance of the Teaching Workforce in Scotland: What’s the Problem?

Historically, formal barriers to gender equality in teaching were justified on the grounds that a predominance of women within the profession would be detrimental to the social and emotional development of male pupils, who needed male teachers as role models. Such arguments continue to be voiced in debates about what should be done to tackle the declining proportion of men in the teaching profession in Scotland. The research reported in this paper investigated the nature of the gender balance amongst teachers in Scottish publicly funded schools, undergraduate students’ attitudes to teaching as a career and policy-makers’ and practitioners’ accounts of the underlying reasons for the growing gender imbalance in teaching. Practical suggestions were sought for possible courses of action to ensure greater diversity amongst the teaching workforce. In this paper it is argued that, whilst there is consensus on the need for a teaching workforce which reflects social diversity, recruiting reluctant men into teaching would be counter-productive. Rather, ways have to be found of promoting the positive aspects of teaching to both men and women, and, at a more general level, encouraging men to place greater value on the caring and empathic qualities which are increasingly required in teaching.</jats:p