LEADER 03300oam 2200697I 450 001 9910783090803321 005 20230422043137.0 010 $a1-135-69903-8 010 $a9786610167975 010 $a1-135-69904-6 010 $a1-283-96283-7 010 $a1-280-16797-1 010 $a0-203-97891-9 024 7 $a10.4324/9780203978917 035 $a(CKB)1000000000003228 035 $a(EBL)241888 035 $a(OCoLC)826492996 035 $a(SSID)ssj0000161091 035 $a(PQKBManifestationID)11947009 035 $a(PQKBTitleCode)TC0000161091 035 $a(PQKBWorkID)10198496 035 $a(PQKB)11735781 035 $a(MiAaPQ)EBC241888 035 $a(MiAaPQ)EBC5292715 035 $a(Au-PeEL)EBL241888 035 $a(CaPaEBR)ebr2002661 035 $a(CaONFJC)MIL427533 035 $a(OCoLC)49838290 035 $a(Au-PeEL)EBL5292715 035 $a(CaONFJC)MIL16797 035 $a(OCoLC)697661369 035 $a(EXLCZ)991000000000003228 100 $a20180331d2000 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aGender consciousness and privilege /$feleste M. Brody. [et al.] 210 1$aLondon ;$aNew York :$cFalmer Press,$d2000. 215 $a1 online resource (193 p.) 300 $aDescription based upon print version of record. 311 $a0-7507-0998-7 311 $a0-7507-0999-5 320 $aIncludes bibliographical references (p. 163-170) and index. 327 $aCover; Title; Copyright; Contents; List of Illustrations; Acknowledgments; Introduction; 1 Studying Gender Consciousness and Privilege; 2 Faculty Constructions of Gender at Xavier Preparatory High School; 3 Three Teachers, Three Classrooms, Three Schools; 4 Gendered Cultures and Students' Lives; 5 Curricular Reform, Classroom Equity: The Case of Mathematics; 6 Action Research and Feminism; 7 Conclusions; Epilogue; Appendix A: Faculty Questionnaire: Xavier High School; Appendix B: Xavier Faculty Follow-Up Questionnaires; Appendix C: Guiding Questions for the Xavier Faculty Focus Groups 327 $aAppendix D: Student Surveys Appendix E: Student Focus Group Topics; References; Notes on the Authors; Index 330 $aDevelops a new framework for working in schools that helps educators make informed decisions about change at individual, classroom, curricular and school levels on behalf of gender equity. Addresses the issue of understanding the impact of education on the two sexes, and looks at responsibility for creating gender-fair environments, organizing work and creating environments for learning. The book draws on a two-year study into the role that gender played as three Catholic high schools prepared to move from single sex to coeducation. It does not weigh the advantages of single sex against 606 $aCoeducation$zUnited States$vCase studies 606 $aEducational equalization$zUnited States$vCase studies 615 0$aCoeducation 615 0$aEducational equalization 676 $a306.43 701 $aBrody$b Celeste M$01465259 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910783090803321 996 $aGender consciousness and privilege$93758829 997 $aUNINA