Studies of masculinity have been largely absent from educational research. This book presents a collection of current critical scholarship on the creation of masculinities in schools. Contributors examine experiences in North American, Australian and British schools at all levels from preschool to graduation, and from school settings such as computer labs to the football field. The result is a thoughtful analysis of how masculinities are related to competing definitions of masculinity and femininity. The chapters show how masculinities are constructed among teachers, students and administrators, and locates these analyses within broader social, economic and ideological contexts.

The “Facts of the Case”: Gender Equity for Boys as a Public Policy Issue

The “Facts of the Case”: Gender Equity for Boys as a Public Policy Issue

The “facts of the case”: Gender equity for boys as a public policy issue

In many countries, the final decades of the 20th century have seen “gender equity” enter the discussions of education policy, school systems, schools, and education researchers. Today, a very widely held story about what has been happening would go something like this:

About 20 years ago, governments became aware that girls were being disadvantaged in schooling. They developed policies and funding to improve girls' career aspirations, to make curriculum and pedagogy more “girl-friendly,” and to ensure equal spending on girls and boys. At the same time, a huge amount of research and writing was carried out on girls, their ...

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