Abstract
This chapter discusses the findings of the qualitative baseline data collected in schools in England. The data is organised under the seven thematic categories of the GECM: gender stereotyping, leadership, curriculum, physical environment, school-related gender-based violence, community and inclusive education. Within each thematic category, comparisons are made across the three schools that participated in the project. There were some differences in the ways entrenched gender and racial inequalities and gender regimes operated across the three pilot schools, as well as in the ways schools dealt with gender issues. However, tacit and explicit assumptions about gender permeated, reflected and shaped all aspects of schools’ life, including culture, divisions of labour, gendered relations of power, emotions and human relations.
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Tsouroufli, M. (2021). Gendered Ideas and Practices in Secondary Schools in England. In: Tsouroufli, M., Rédai, D. (eds) Gender Equality and Stereotyping in Secondary Schools. Palgrave Studies in Gender and Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-64126-9_4
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