Aspects
School – gender aspects
School structures: In schools, as in other areas of education and the world of work, there exists gender-specific division of labor, or “segregation”. Certain subjects are typed as “female” (e.g. art, literature and foreign languages), while others are seen as “male” (e.g. sciences and mathematics). This typing results in one-sided representation, that is, the predominance of one sex among both teachers and students. This in turn leads to the typing of the subjects, and in this way the one-sided attribution of subjects reproduces itself. (Ursula Adolphy (2004) has studied this using the example of physics teaching and proposes linking evaluation and quality development with Gender Mainstreaming). Gender Mainstreaming is a strategy for linking gender with certain subjects and thematizing the inherent hierarchization of femininity and masculinity in the school. GM thus pursues the aim set for schools of eradicating inequalities and discrimination. GM encourages the promotion of individual potential, which also means being able to recognize and positively reinforce needs and talents without prejudice.
Teachers: Not only subjects and types of school, but also teachers are typed and allocated in a gender-related way. Thus, teachers at primary schools are predominantly female and there are hardly any male teachers (horizontal segregation). In management and functionary positions, the proportion of women – in all types of school – is lower than that generally among staff (vertical segregation). Gender Mainstreaming provides tools for analyzing the reasons for this segregation and designing appropriate measures to eradicate it. GM tools make it possible to ask in a targeted way why certain types of school are more or less attractive for female and male teachers, what measures can steer this “attractiveness” and what the consequences of segregated staff structures are.
Hidden curriculum: In spite of equal conditions and learning goals for girls and boys from a formal point of view, the day-to-day life of the school continues to be influenced by the “hidden curriculum”. This hidden curriculum is crucially shaped by social notions of what a “real” boy and a “real” girl are supposed to like, to know and to be able to do. Such stereotype notions are reflected in the entire teaching system, for example in the content and methods of skill development. Gender Mainstreaming is a strategy for enabling analysis of didactics, curricula and teaching materials with regard to hidden curricula from the perspective of gender equality. In this way, measures can be developed for producing and implementing curricula that are non-discriminatory and that promote gender equality. Equal treatment of boys and girls in the school means no longer typing on the basis of gender, but instead recognizing qualities, behaviors, interests, abilities and activities (which also means taking account of gender-specific socialization) and reacting properly to differences.
Origin as a risk factor: In 1999, 8.7 % of all school leavers (with no examination passes right through to high school graduation) were from an immigrant background. Their representation among Hauptschule (upper elementary school) leavers with and without qualifications was disproportionately high and among those with a Realschule (junior high school) diploma and who graduated from high school they were under-represented. More than 40 % of young people of non-German origin achieve at most a Hauptschule diploma. Children and young people from an immigrant background in German schools, as research into origin shows, are thus overall less academically successful than their peers who do not have an immigrant background.
Gender Mainstreaming compels a structuring of schools that is more differentiated in terms of target groups and non-discriminatory, i.e. the same right to education and actual selection of excellence regardless of factors such as origin, sex, sexual orientation, etc. School planning will then make it clear that full-day schools can compensate for disadvantages for certain target groups by enabling informal learning processes alongside the formal educational processes of the classic class-based school and promoting the compatibility of family, career and private life.
Teachers: Not only subjects and types of school, but also teachers are typed and allocated in a gender-related way. Thus, teachers at primary schools are predominantly female and there are hardly any male teachers (horizontal segregation). In management and functionary positions, the proportion of women – in all types of school – is lower than that generally among staff (vertical segregation). Gender Mainstreaming provides tools for analyzing the reasons for this segregation and designing appropriate measures to eradicate it. GM tools make it possible to ask in a targeted way why certain types of school are more or less attractive for female and male teachers, what measures can steer this “attractiveness” and what the consequences of segregated staff structures are.
Hidden curriculum: In spite of equal conditions and learning goals for girls and boys from a formal point of view, the day-to-day life of the school continues to be influenced by the “hidden curriculum”. This hidden curriculum is crucially shaped by social notions of what a “real” boy and a “real” girl are supposed to like, to know and to be able to do. Such stereotype notions are reflected in the entire teaching system, for example in the content and methods of skill development. Gender Mainstreaming is a strategy for enabling analysis of didactics, curricula and teaching materials with regard to hidden curricula from the perspective of gender equality. In this way, measures can be developed for producing and implementing curricula that are non-discriminatory and that promote gender equality. Equal treatment of boys and girls in the school means no longer typing on the basis of gender, but instead recognizing qualities, behaviors, interests, abilities and activities (which also means taking account of gender-specific socialization) and reacting properly to differences.
Origin as a risk factor: In 1999, 8.7 % of all school leavers (with no examination passes right through to high school graduation) were from an immigrant background. Their representation among Hauptschule (upper elementary school) leavers with and without qualifications was disproportionately high and among those with a Realschule (junior high school) diploma and who graduated from high school they were under-represented. More than 40 % of young people of non-German origin achieve at most a Hauptschule diploma. Children and young people from an immigrant background in German schools, as research into origin shows, are thus overall less academically successful than their peers who do not have an immigrant background.
Gender Mainstreaming compels a structuring of schools that is more differentiated in terms of target groups and non-discriminatory, i.e. the same right to education and actual selection of excellence regardless of factors such as origin, sex, sexual orientation, etc. School planning will then make it clear that full-day schools can compensate for disadvantages for certain target groups by enabling informal learning processes alongside the formal educational processes of the classic class-based school and promoting the compatibility of family, career and private life.
Literature:
- Landesinstitut für Schule NRW: Schule im Gender Mainstream - Denkanstöße, Erfahrungen, Perspektiven, Soest 2005.
- Landesinstitut für Schule NRW: Reflexive Koedukation
- Artelt, Cordula, et al. (Hg.): PISA 2000 - Zusammenfassung zentraler Befunde, Max-Planck-Institut für Bildungsforschung Berlin 2001, unter http://www.pisa.oecd.org/dataoecd/30/63/33684930.pdf
- Bos, Wilfried et al. (Hg.): Erste Ergebnisse aus IGLU - Schülerleistungen am Ende der vierten Jahrgangsstufe im internationalen Vergleich, Waxmann 2004, unter http://www.erzwiss.uni-hamburg.de/IGLU/home.htm
- Bos, Wilfried et al. (Hg.): IGLU - Einige Länder der Bundesrepublik Deutschland im nationalen und internationalen Vergleich, Waxmann 2004, unter http://www.erzwiss.uni-hamburg.de/IGLU/home.htm
- Bundesministerium für Bildung, Wissenschaft und Kultur, Abteilung für geschlechtsspezifische Bildungsfragen (Hg.): Unterrichtsprinzip "Erziehung zur Gleichstellung von Frauen und Männern - Information und Anregungen zur Umsetzung in der Volksschule, Wien 2001.
- Peschl, Bärbel M.: Geschlechtergerechte Schule. Positionspapier des Frauen und Schule Hessen e.V., 2003, unter www.frauenundschule-hessen.de
- Bund-Länder-Kommission für Bildungsplanung und Forschungsförderung (Hg.): Förderung von Kindern und Jugendlichen mit Migrationshintergrund (Gutachten), Heft 107, Bonn 2003.
- Bundesjugendkuratorium: Auf dem Weg zu einer neuen Schule - Jugendhilfe und Schule in gemeinsamer Verantwortung, Stellungnahme des Bundesjugendkuratoriums zum Investitionsprogramm "Zukunft Bildung und Betreuung" der Bundesregierung zur Schaffung von mehr Ganztagsschulen, Juli 2003
- Vernetzungsstelle für Gleichberechtigung und Frauenbeauftragte: www.genderundschule.de , ein Projekt im Auftrag des Niedersächsischen Kultusministeriums.
- Bundesministerium für Bildung, Wissenschaft und Kultur (Österreich), Abteilung für geschlechtsspezifische Bildungsfragen (Doris Guggenberger): Geschlechtssensible Pädagogik in Kindergarten & Vorschule
- Landesinstitut für Erziehung und Unterricht Stuttgart (LEU) (Hg.): Qualitätsentwicklung und Geschlechtsspezifische Ansätze, in: Lehren und Lernen, 30. Jg. Heft 1/Januar 2004, S. 3-39.
- Gosch, Heiko: Karriere im öffentlichen Dienst – Aufstieg für jederMann: Wenn Schule Schule macht, in: Der Personalrat 2/2005, S. 60-63.
- Gieß-Stüber, Petra / Gramespacher, Elke: Überwindung geschlechtsbezogener sozialer Ungleichheit an Schulen in Baden-Württtemberg durch Gender Mainstreaming? – Ein Problemaufriss und Ausblick auf ein Forschungsprojekt, in: Landesinstitut für Erziehung und Unterricht Stuttgart (LEU) (Hg.): Lehren und Lernen, 30. Jg. Heft 1/Januar 2004, S. 5-10.
- Landesbildungsserver Baden-Württemberg: Gender und Lesen, Jungen lesen anders - Mädchen auch, unter http://www.schule-bw.de/unterricht/paedagogik/lesefoerderung/gender
- Adolphy, Ursula: Qualitätsentwicklung und Gender Mainstreaming, in: Landesinstitut für Erziehung und Unterricht Stuttgart (LEU) (Hg.): Lehren und Lernen, 30. Jg. Heft 1/Januar 2004, S. 11-15.
- Fachstelle für Gleichberechtigungsfragen des Kantons Zürich FFG (Hg.): Gleichwertige Förderung von Mädchen und Knaben in der Volksschule im Kanton Zürich, Zürich 2001. Darin: Die 10 Qualitätsstandards zur Gleichstellung in der Schule (S. 29)
- Bundesministerium für Bildung, Wissenschaft und Kultur; Österreich: Unterrichtsprinzip Erziehung zur Gleichstellung von Frauen und Männern, Wien, 2004
Detailed further reading on the German version of the site
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