Educational Policies on Gender and Ethnicity

• CAGE is connected to educational policy.

Policies on Gender

• Policies affecting the educational attainment of different genders need to be considered.

AO3

• Reay is name
• Biggart is a name
• Ringrose(2013) says anti-feminists created a moral panic about working-class boys failing.
• There is a perception that working-class boys will fail, become unemployed and dangerous, and join the underclass, threatening social stability.
• Policies may shift towards aiding "failing boys", but this creates two negative impacts.

Policies on Ethnicity

• Policies aimed at rising the achievements of children from minority ethnic backgrounds have gone through several phases.
• Assimilation occurred in the 60s/70s.
• Black teachers were evaluated by Shain.
• ESL services were provided.
• Dispersal of students took place.
• Multicultural Education (MCE) occurred in the 1980s.
• Evaluation occurred by Maureen Stone (1981), Troyna (critical race theorist), and the New Right. Johnson and Carabello evaluated Black teachers (2019).
• Social Inclusion occurred
• Mirza (2005) is a name
• Gillborn is a name

Policies on Social Class

Government Education Policies

• Since 1988, a major focus of government education policies has been to establish an education market.
• Policies aimed at promoting competition/choice drive up standards and achievement.
• Policies include publishing examination "league tables" and Ofsted inspection reports.
• Such policies may widen the achievement gap between different social groups.
• Compensatory education policies may narrow the gap by creating greater opportunities for previously disadvantaged groups.

Ethnicity and Multicultural Education

• Banks (2013) states MCE is a set of educational strategies to assist teachers with changing demographics.
• It provides students with knowledge about the histories, cultures, and contributions of diverse groups.
• For example, schools may have assemblies and lessons educating about different cultures in the United Kingdom.
• This would reduce the gap by targeting the ethnocentric curriculum.
• However, Mirza argues that educational policy focuses on culture, behavior, and home, not structural causes like poverty and racism.,. Also the policy is not nationally carried out.

Class and Marketisation

• Marketisation widens the attainment gap between different classes
• Chubb and Moe propose marketisation/parentocracy should help disadvantaged group.
• Ball supports the claim that marketization improves standards for middle-class (m/c) but not working-class (w/c) parents.
• Gerwitz research was carried out in 12 inner London schools and is specifically for the working-class students and/ or for an ethnic minority background as London is a diverse city within the UK.
• Marketisation widens the gap between both class and ethnicity.

Gender and Curriculum

• Blech says curriculum changes benefited girls more than boys.
• Mitsos and Brown (1998): girls are better organized and this helps them better prepared for liner examination.
• Girls outperform boys with 6% of girls gaining all 9's at GCSE compared to only 4% of boys.
• Girls still underperform in subjects outside their gender domain.

An overview of policies addressing gender and ethnicity in education. It covers policies affecting gender educational attainment, addressing perceptions of working-class boys' failure, and the evolution of policies aimed at rising achievements for children from minority ethnic backgrounds, including assimilation, ESL services and multicultural education.