Christine Skelton's research while affiliated with University of Birmingham and other places
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Publications (48)
This paper examines a neglected aspect of gender equality debate - how knowledge about gender and sports is organized in school textbooks in Khyber Pakhtunkhwa (KPK). It examines the contradictions that exist between government rhetoric of eliminating gender biases from school textbooks and the prevalence of the same in the current school textbooks...
The personal is political. It is a slogan that came to define feminist thought in the latter half of the 20th Century. Its provenance is not clear; Carol Hanisch is often given credit based on her 1970 article of that name, but even she says someone else said it first (Hanisch, 2006). Even so, the phrase “the personal is political” wonderfully summ...
There are three aspects that define my “intellectual journey” in becoming a professor of gender equality in education at a prestigious UK university: my working-class upbringing, the “discovery” of feminism, and my gender. It was only when I came to write this chapter that I fully appreciated the significance of my social class background in shapin...
This paper draws on the concept of the ‘Renaissance Child’ to illustrate the ways in which gender influences the opportunities and possibilities of high-achieving pupils. Using data from a study of 12–13-year high-achieving boys and girls based in schools in England, the paper considers the ways in which a group of popular boys was able to show an...
This review discusses and critiques the literature on men teachers and “feminised” primary schools from a feminist poststructuralist position. It is aimed at an audience new to the topic. The focus on “men primary teachers” as a field of research flourished as a consequence of concerns over boys’ underachievement when an increase in the numbers of...
This paper examines gender biases in school textbooks after a decade long effort by the ministry of education (MoE) Pakistan and international organisation (IOs) to eliminate all forms of gender inequality in education. The intention underpinning these initiatives was to nurture a view of gender equality based consciousness through the introduction...
The National Assessment of Educational Progress statistics show that boys are underachieving in literacy compared to girls. Attempts to redress the problem in various Global North countries and particularly Australia and the United Kingdom have failed to make any impact. However, there are boys who are doing well in literacy. The aim of this articl...
This paper draws on data from a research project investigating gendered identities and interactions of high‐achieving students in Year Eight in England (12–13 years old), particularly in relation to students’ ‘popularity’ amongst their peers. As part of this study 71 students were interviewed from nine different schools in urban, rural and small to...
Die Beziehung zwischen Geschlecht und Bildungserfolg bildet eine kontroverse Thematik. Während die second wave feminists (frühe 1960er Jahre bis späte 1970er Jahre) den Bildungsmisserfolg von Mädchen fokussierten, hat sich in den letzten Jahren
eine internationale Sorge hinsichtlich des scheinbaren Bildungsmisserfolgs von Jungen herausgebildet. Die...
In recent years educational policy on gender and achievement has concentrated on boys' underachievement, frequently comparing it with the academic success of girls. This has encouraged a perception of girls as the “winners” of the educational stakes and assumes that they no longer experience the kinds of gender inequalities identified in earlier st...
There is a popular perception that girls’ academic success means that they have taken up the kinds of gender performances in the classroom previously associated with boys. However, research into classrooms show that, amongst even the highest achieving pupils, girls are anxious about doing well and concerned about their relationships with other pupi...
In spite of research showing that pupils—particularly boys—tend to experience tension between high academic achievement and popularity with peers at school, some pupils continue to maintain simultaneous production of both. This article focuses on a sample of 12–13 year‐old pupils, identified as high achieving and popular, to examine classroom subje...
A recent project involving Year 3 (seven-eight year-old) pupils and their teachers revealed that "gender matters" differently to boys and girls, and teachers. The study sought to elicit whether pupils and their teachers felt the gender of a teacher mattered to their experiences of schooling. Pupils were concerned about how effective teachers were i...
For several years now a number of countries have been attempting to increase their numbers of male primary teachers, yet have met with little success. Feminists/pro‐feminists have challenged the intentions of these male teacher recruitment drives but failed to offer any interventions that might contribute to a broadening of the primary teacher popu...
The extent to which the ideas of certain influential, contemporary social theorists who arguably analyse selves as disembedded from social structures can contribute to the theorising of gender and education is explored in this article. We begin by considering hegemonic explanations of neo-liberal society and particularly the emphasis on conceptions...
In many western countries, government statements about the need to recruit more men to primary teaching are frequently supported by references to the importance of male teachers as role models for boys. The suggestion is that boys will both achieve better and behave better when taught by male teachers, because they will identify with them and want...
British government policy on teacher recruitment gives a high priority to increasing the number of male teachers, particularly in primary schools. This focus stems from concern to challenge ‘boys’ underachievement’: policy‐makers believe that ‘matching’ teachers and pupils by gender will improve boys’ engagement with school. Yet there is little evi...
Feminism and 'The Schooling Scandal' brings together feminist contributions from two generations of educational researchers, evaluating and celebrating the field of gender and education. The focus throughout is on the years of compulsory schooling, examining key concepts in gender and education identified and developed by international thinkers in...
terms-and-conditions-of-access.pdf This article maybe used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or m...
An examination of gender discourses within New Labour education policy on the preparation of students for a career in teaching in the UK reveals a contradictory yet, at the same time, complementary position. In the guidelines outlining the Standards that a prospective teacher has to achieve, the ways in which gender informs pupils’ educational oppo...
http://dera.ioe.ac.uk/6547/1/WP59_Breaking_down_the_stereotypes.pdf%3Fpage%3D20654
This paper adopts a social constructionist position on assessment, specifically that it can never be free of the social conditions in which it is practiced. As such, we explore two aspects of classroom interactions which contribute to and shape the learning environments in which assessment takes place. By drawing on interviews carried out with 51 t...
Challenging current theories about gender and achievement, this book assesses the issues at stake and analyses the policy drives and changing perceptions of gender on which the 'gender and achievement' debates are based. This new topical book guides the reader through the different theories and approaches, drawing together and reviewing work on gen...
This article considers the tensions and struggles that exist between men and women and between women and women in the academic workplace. The research reported here is a small-scale case study of 22 academic women from two generations who were interviewed about their career expe-riences. The theoretical framework is materialist feminism and draws o...
The work of Ulrich Beck, particularly his concept of the ‘individualised individual’, is increasingly cited by educational social scientists. As yet, there have been few empirical investigations that consider how applicable and relevant is the notion of the ‘individualised individual’ in understanding how people make sense of their lives (for an ex...
Ulrich Beck's model of the individualised individual in a second modernity has generated interest from social scientists in education, particularly in terms of what he has to say about the demise of social class. What has attracted less attention from educationalists is his argument
regarding transformations in the nature of work. This article offe...
Since 1997, the Blair administration has taken various steps to make school teaching a more inclusive occupation. For example, in England and Wales it has introduced measures to increase levels of male recruitment to primary teaching and attract more ethnic minority entrants to the profession. This paper shows how these policies have been legitimat...
The drive to recruit more male primary teachers is an aim of several western countries, including England. One of the explanations for increasing the number of men teachers is to counteract the 'feminisation' of primary schooling. The assumption underpinning such a strategy is based on sex role socialisation theories which have been superseded by m...
The move in the United Kingdom to recruit more men into primary teaching is to tackle boys under-achievement. One explanation that has been offered as to why boys' are under-achieving is the 'feminisation of primary schooling'. This article begins by exploring the findings of a national survey of student primary teachers towards gender roles and sc...
One of the suggested strategies for tackling boys' underachievement is for primary schools to recruit more men teachers to provide boys with positive male role models. However, little is known of how those men teachers already working in primary schools contribute towards the construction of dominant modes of masculinity in schools or how girls eng...
Many studies have identified the classroom as an arena for the construction of gender and sexuality. Yet there has been relatively little attention to the role of teachers here, or to the deeper dynamics of teachers' constructions of gender and sexuality in the classroom. This article attempts to address these issues, examining the perpetuation of...
Football occupies a central place in many of the strategies aimed at counteracting boys' underachievement in Western schools. At the same time, the significance of football in the construction and negotiation of dominant masculinities has been shown in several studies of British primary schooling. This paper provides an overview of the literature w...
This article was published in the journal, International Studies in Sociology of Education [© Taylor and Francis]. The definitive version: Carrington, B. et al, 2000. The recruitment of new teachers from minority ethnic groups. International Studies in Sociology of Education, 10 (1), is available at: http://www.tandf.co.uk/journals/titles/09620214....
This article reports on part of a larger, ongoing two-year investigation supported by the Teacher Training Agency into the recruitment of new teachers from minority ethnic backgrounds via Postgraduate Certificate in Education (PGCE) courses in England. The authors focus here on interviews with admissions tutors, course directors and other senior st...
During the 20 years since the publication of the Rampton Report (1981) concern has been voiced about the under representation of minority ethnic groups in teaching in England and Wales, and their relative lack of opportunities for career advancement. The Commission for Racial Equality (CRE) has lobbied for policy interventions to address the issue...
Since coming to office in May 1997, the British Labour Government, with its commitment to social inclusion, has undertaken various policy initiatives to broaden access to public sector occupations. Steps have been taken to monitor more closely ethnic minority recruitment to the civil service, police, armed forces and teaching. With the publication...
The Tyneside & Northumberland Students into Schools (SIS) project was established in 1993 with the following aims: -To raise the awareness of higher education among pupils in local schools and colleges; -To raise the aspirations of young people towards higher levels of attainment leading to further or higher education; and -To broaden the experienc...
ABSTRACT Research into masculinities and schooling has recently attracted an increased amount of attention, particularly in relation to working-class boys and academic underachievement. Exploring masculinities is not a 'new' area, however, as such issues have always featured in feminist research into schooling. There is a concern that not all of th...
This paper explores the relationships between primary‐aged boys, hegemonic masculinities and sexualised/violent behaviours in the school setting. The data for this paper arise out of a year‐long ethnographic study of two primary schools in the North‐East of England. The aims are twofold: to explore the way in which heterosexual harassment features...
Executive Summary and Recommendations This report draws together the outcomes of a programme of research that has extended over two years. The project, which was financed by the Teacher Training Agency (TTA), aimed to fill some important gaps in our understanding of issues surrounding the recruitment of people from ethnic minorities into the teachi...
Citations
... While the lack of teachers from minority ethnic groups has been a concern internationally for some time (cf. Carrington et al., 2000), efforts to diversify the teaching profession in Ireland are much more recent . ...
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... Not surprisingly, students' scores can be anticipated accurately from their Intelligence Quotient [13], despite the significant role that is left for other important factors [14]. When it comes to gender, females generally attain better scores in school, especially in languages, and less so in Math [15][16][17]. The tendency to create a negative peer view of the school activities undermines males' levels of engagement, motivation, and achievement [18]. ...
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... Gender issues, such as boyhood and aspects related to how boys are and what they do related to school issues, can be addressed and conceptualised in different ways. This is usually done by scrutinising aspects of gender relations or behaviours in school environments (Blaise, 2005;Paechter, 2007;Skelton & Francis, 2009;Thorne, 1993;Wrigley, 1992). The issues identified in these studies within the area of gender and education demonstrate how gender relations and behaviours build on relations that are complex and multi-dimensional. ...
... The above discussion indicates that gender inequality from the perspective of entrepreneurial initiatives traverses several sectors, including sports. As in other contexts, the literature in the eld of sports management has also suggested that one way to minimize the barriers that women face in entrepreneurship may be through learning in the context of higher education (Ullah and Skelton, 2016;Miragaia and Soares, 2017). Therefore, education in sports science should be analyzed, considering that higher education institutions have a relevant role in changing the culture of future generations, particularly in relation to professional stereotypes for men and women (Miragaia and Soares, 2017;Sauder et al., 2018). ...
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... However, there are many issues associated with education in general, as well as higher education (HE) in particular stated by many researchers. One of these concerns is the issue of access and equality that comes with an increasing number of students enrolling in higher education institutions (HEIs) (Acar, 1994;Archer, 2007;UNESCO, 2017;McLellan et al., 2016;Skelton et al., 2006). A large increase in the number of students enrolled in HEIs makes the issues of affordability and equality significant, thus affecting many students. ...
... In this article we have reported some of the findings from our research at 16 English initial teacher-training institutions. This work builds on our earlier postal survey of ethnic minority entrants to the PGCE in 1997-98 (see Carrington et al, 1999a). The article has focused on the work of admissions Downloaded by [222.243.89.147] at 10:01 22 March 2014 tutors and other key staff at institutions with a relatively buoyant level of minority ethnic recruitment across different parts of the country. ...
... There is no research on the extent of teacher compliance with the requirements not to undermine fundamental British values or the way that teachers understand their professional role in the context of the new standards. However, there is substantial evidence that the training of teachers in England neither prepares student teachers to engage with difference, counter racism or inequality in the classroom (Mirza and Meetoo, 2012), understand their racial or ethnic positions in relation to the curriculum (Lander, 2011) or that it effectively supports the recruitment and training of teachers from BME backgrounds (Carrington et al, 1999;Basit et al, 2006). The training and education of teachers does not consistently provide opportunities for student teachers to problematize and explore the interplay between race, values, Britishness etc. in relation to their own professionalism and as such teachers are unable and unprepared to critically engage with these issues (Bhopal and Rhamie, 2014). ...
... Moreover, an analysis by Skelton et al. (2007) found that females appear to progress more on average than males do in English, and more females pursue the subject. One specific participant noted that English was more suited to females, and therefore males should not enjoy it (Skelton et al., 2007). ...
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... The big gap in the numbers of male and female teachers in preschools is still a crucial issue, even in countries as diverse as the UK, Sweden and China (Warin, 2014;Wu, 2017). Early childhood education is being described as the most feminine of all (Drudy, 2008;Skelton, 2002). For example, until the 1970s, Sweden allowed only women to become preschool teachers (Sandberg & Pramling-Samuelsson, 2005). ...
... Athena thwarted dominant discourses of so-called maleappropriate professional roles by positioning boys in a traditionally female-dominated domain. However, the girls' positioning in the topography of the labor market was rather conventional, given that the roles of social workers and teachers can be regarded as manifestations of women's caring nature in the public sphere (Ullah & Skelton, 2013). Costas presented a more outmoded gender division of occupations, positioning boys in high social prestige professions (such as doctors) and envisioning girls in teaching roles (this was rather remarkable, considering that Costas was a male teacher). ...
