The SAGE Handbook of Gender and Education brings together leading scholars on gender and education to provide an up-to-date and broad-ranging guide to the field. It is a comprehensive overview of different theoretical positions on equity issues in schools. The contributions cover all sectors of education from early years to higher education; curriculum subjects; methodological and theoretical perspectives; and gender identities in education. Each chapter reviews, synthesises, and provides a critical interrogation of key contemporary themes in education. This approach ensures that the book will be an indispensable source of reference for a wide range of readers: students, academics and practitioners.
Chapter 24: Compounding Inequalities: Gender and Class in Education
Compounding Inequalities: Gender and Class in Education
At the beginning of the twenty-first century, the relationship between education and gender is a continuing concern in the UK. Ironically for feminists like myself, the current preoccupation with gender is primarily about the position of boys within schooling. There is alarm among our political élite that gendered patterns of educational inequality are being inverted as girls surge ahead of boys academically Yet, high attainment is still, as always, a class-related phenomenon, even if that class attainment is cross-cut by gender (Walkerdine et al., 2001). As Arnot, et al., (1999: 156) point out, ‘the national picture of female educational success masks the continuing significance of class inequalities in society’. To avoid such ...