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The data obtained from the interviews with principals and teachers provided a sample of what schools in all systems were doing about gender issues, how they interpreted gender relationships and gender construction and the impact of these on students. The interviews revealed different levels of understanding of gender issues and different starting points for schools. Overall, the efforts individuals and schools were making and their approaches to the issues were very impressive.

Most work was being done around issues of inappropriate behaviours and violence including sex based harassment and bullying. There was concern about achievement levels and participation, particularly of boys in literacy, but also of some groups of girls. There was considerable work being done in the professional development of teachers and in developing an inclusive curriculum. Many schools were exploring understanding of gender construction and its implications with both staff and students. Schools had developed and were implementing programs to address these identified concerns.

The work that schools were engaged in supported the priorities within Gender Equity: A Framework for Australian Schools. Examples of school programs are arranged in the following section according to the five strategic directions of that framework. For the Australia-wide review of how well schools have worked on the corresponding priorities of the National Action Plan for the Education of Girls 1993-97, and which are extended in the Framework, refer to Gender and School Education (Collins, C., et al. 1996).

1 Understanding the process of gender construction

In Gender Equity: A Framework for Australian Schools it is stated that:

Understanding the process of gender construction is crucial if schools and systems are to work for equitable educational experiences for girls and boys.

The concept of gender construction will be acknowledged, examined and understood at all levels of schooling.

1997:12

There was an emphasis in many interviews on the problematic behaviours of boys, in particular, and the way that masculinity is constructed to embrace violence as 'natural'. It was often seen as important to deal with this in order to improve other educational outcomes (for example, achievement levels) for boys and for girls, often when other strategies had failed to effect desirable change. This was most effective where professional development was organised to ensure a common understanding by the staff and also to enable teachers to work with students to raise their awareness of gender construction and its impact in their lives.

There was a recognition that `construction of gender' needed to be overtly explored with students as a way of opening up alternative ways of behaving and to understand and address issues such as sexual harassment.

For examples of school level action relevant to this area, refer to Case Studies 2, 3, 4, 7, 8, 9 and 10.

2 Curriculum, teaching and learning

In Gender Equity: A Framework for Australian Schools it is stated that

The formal curriculum of the school plays a vital role in students' learning about gender relations and in developing a sense of self.

Curriculum reform will acknowledge and address gender equity principles in meeting the needs of both girls and boys.

1997:14

The middle years of school were identified by several schools as having particular needs, preparing students for learning in higher levels of schooling and addressing issues associated with puberty, preventing alienation and allowing for students' increasing maturity. To this end a different organisation of teaching and learning was often being tried.

Educational issues for girls still remained a concern for all schools with sex based harassment being a key issue. There was a recognition that some groups of girls were not achieving well or participating in school activities to the fullest extent, for example, some girls from non-English speaking backgrounds, Aboriginal girls and girls from lower socio-economic backgrounds. There was still concern about the confidence levels of many girls, their willingness to grasp opportunities and a need to skill them in assertiveness.

Boys in contrast were generally seen to be confident and assertive, dominating the classroom and playground but not necessarily through desirable behaviours. Attitudes such as `cool to be a fool', often supported by the peer group, were seen to hinder many boys' academic achievement.

There was a general concern for boys' low academic achievement levels and for girls' under-participation in areas such as sport and PE, or under-participation in some classroom activities. Many schools saw issues of achievement and participation as being closely linked to students' perceptions of gender-appropriate behaviours. Students still perceived some subjects as `masculine' and `feminine' and this inhibited participation, for example, of boys in English. The development and implementation of inclusive curriculum strategies and the provision of opportunities for students to understand how gender is constructed were ways in which these issues were being addressed. Staff workshops and professional development focusing on inclusive teaching and learning strategies were encouraged.

In some schools, exploring solutions to the concerns about boys and literacy led to the development of new strategies including the use of computers. Involvement in projects with outside researchers who were cognisant of theory about gender construction was one way in which relevant issues were being investigated and programs trialed.

Opportunities were provided for students to develop skills in critical analysis in specific, or across all, curriculum areas. In some schools, new units of study focusing on gender studies were implemented and attention was given to assessment tasks which provided data on students' understanding of gender. A number of schools had organised either daily or weekly time for tutor groups or pastoral care programs to enable students to discuss gender and other issues in a supportive and reflective environment.

Girls were seen to take on a higher profile than boys through school and class leadership positions, with boys unwilling, or deemed unable, to assume responsibility and leadership. This was often attributed to boys' perceived immaturity. However many schools were endeavouring to work with the boys and expected more responsible behaviour from them.

Many schools were concerned about dealing with the education of boys and, at the same time, not diminishing their efforts to maintain work with girls. There was recognition that more work needed to be done to address the educational needs of both girls and boys from different cultural and socio-economic groups.

For examples of school level action relevant to this area, refer to Case Studies 1, 2, 3, 5, 6, 8, 9, 10 and 11.

3. Violence and school culture

In Gender Equity: A Framework for Australian Schools it is stated that:

Whole-school approaches to identifying and eliminating gendered violence in the lives of students are essential. This involves the development of curriculum responses in key areas, gender-sensitive behaviour management programs and an educational environment which is supportive and conducive to respectful gender relationships.

Gendered violence and sex based harassment will be eliminated from schools.

1997:17

Harassment, whether based on sex or race, was frequently a starting point for action by schools which led to the examination of gender relationships. Harassment and bullying policy implementation and monitoring were common, often following, or supported by, the introduction of system level requirements.

Programs to provide alternative ways of conflict resolution and to show that violent behaviour was unacceptable were often introduced.

Concerns were expressed about the impact on students of violence within the community, from within the home, on television, in video games and within society generally. There was recognition of changes needed in school organisation and in teacher attitudes and behaviours which could be construed as condoning violence in different forms.

The need to find strategies to deal with the negative influence of the peer group on boys' behaviour still remained a major concern for schools, as did dealing with homophobic attitudes and denigration of girls and women.

For examples of school level action relevant to this area, refer to Case Studies 2, 3, 4, 5, 6, 7 and 10.

4. Post school pathways

In Gender Equity: A Framework for Australian Schools it is stated that:

Major transformations in society and the world of work make it imperative that all students leave schools with the knowledge, understanding and skills to contest inequitable structures and practices.

Post-school pathways for all students will be expanded beyondthose governed by conventional assumptions based on gender.

1997:19

There was recognition that despite improved achievement levels for many girls their lives beyond school too often remained restricted by their gender and that many still faced domestic violence, lower levels of pay and status and fewer job opportunities.

Career counselling based on abilities and interests rather than gender, the use of guest speakers including previous students as role models, and the involvement of parents were some of the strategies used. Critical analysis of social constructions, for example of gender, of behaviours, of traditional practices, was seen as vital in affecting long term change in the work force and in society generally. Schools from early childhood to secondary levels were active in this area.

While many schools have well-integrated work education programs the provision of more opportunities for engaging both boys and girls in critical reflection about their participation in, and the status of, paid and unpaid work in the home and the community is still required.

For examples of school level action relevant to this area, refer to Case Studies 5, 9 and 11.

5. Supporting change

In Gender Equity: A Framework for Australian Schools it is stated that:

The achievement of gender equity in schools requires leadership, collaboration and signposts for future directions. ... Change is also supported by the on-going collection of data, and by reporting and accountability processes to track progress and inform future planning and decision-making.

Gender equity principles will be integral to school and system management.

1997:21

Emphasis was placed on professional development and raising awareness of the implications of gender issues and policies. Modelling through staff behaviours and language, by allocated responsibilities within the school and the profile of women, were recognised as important in school organisation.

Timetabling and group structures that allowed for supportive forums for students' voices and concerns to be heard were seen as vital in many schools. Similarly, structures and resource allocation which allowed teachers to investigate, discuss and to plan effectively to address gender equity were very important.

Opportunities for parents to inform teachers and to be informed were frequently created, including examples of schools that were cognisant of the particular needs of parents from different cultural groups. Some schools had innovative and effective ways of informing and involving parents in decision making and planning. Other schools found this an area of great challenge and were working on ways to ensure that school/parent collaboration was strengthened.

Schools Work Towards Gender Equity shows the range of data gathering that was carried out and on which schools based their programs. Some schools systematically gathered and recorded gender data while others had no formal ways of doing this. In some cases, despite innovative and successful programs, they may therefore have difficulty in meeting any formal system level accountability or quality assurance requirements.

For examples of school level action relevant to this area, refer to Case Studies 2, 3, 5, and 7.