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Gender Justice within Elite All-Boys Schools? Possibilities of a Whole-School Approach

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Title: Gender Justice within Elite All-Boys Schools? Possibilities of a Whole-School Approach
Language: English
Authors: Howard, Adam, Keddie, Amanda
Source: Teachers College Record. 2023 125(7-8):308-333.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 26
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: Single Sex Schools, Males, Social Justice, Sex Fairness, Masculinity, Gender Bias, Social Bias, Educational Environment, School Culture, Leadership Responsibility, Instruction, LGBTQ People
DOI: 10.1177/01614681231194418
ISSN: 0161-4681
1467-9620
Abstract: Background/Context: Although the study of elite schools has been quite popular in recent years, elite all-boys schools in the United States have largely remained outside the gaze of researchers. Purpose: Two stories are presented to identify possibilities for advancing gender justice in those schools. Methods: Drawing on interview data of participants at two schools, the stories presented reflect common practices and relations found in a larger study on the lessons that 127 recent alumni of elite all-boys schools across the United States learned through their experiences at these institutions. Findings/Results: The stories reveal the disturbing ways in which hegemonic masculinities are reproduced through practices of homophobia, heterosexism, and misogyny within elite all-boys schools that highlight the challenges of engaging in gender justice work. Conclusions/Recommendations: Three areas of practice for elite all-boys schools are proposed that are imperative in working toward gender justice: (1) school climate and environment; (2) leadership for and commitment to gender justice; and (3) teaching and learning.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1398524
Database: ERIC
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Background/Context: Although the study of elite schools has been quite popular in recent years, elite all-boys schools in the United States have largely remained outside the gaze of researchers. Purpose: Two stories are presented to identify possibilities for advancing gender justice in those schools. Methods: Drawing on interview data of participants at two schools, the stories presented reflect common practices and relations found in a larger study on the lessons that 127 recent alumni of elite all-boys schools across the United States learned through their experiences at these institutions. Findings/Results: The stories reveal the disturbing ways in which hegemonic masculinities are reproduced through practices of homophobia, heterosexism, and misogyny within elite all-boys schools that highlight the challenges of engaging in gender justice work. Conclusions/Recommendations: Three areas of practice for elite all-boys schools are proposed that are imperative in working toward gender justice: (1) school climate and environment; (2) leadership for and commitment to gender justice; and (3) teaching and learning.
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