{"title":"Gender Justice within Elite All-Boys Schools? Possibilities of a Whole-School Approach","authors":"A. Howard, A. Keddie","doi":"10.1177/01614681231194418","DOIUrl":null,"url":null,"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.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teachers College Record","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/01614681231194418","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
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.
期刊介绍:
Teachers College Record (TCR) publishes the very best scholarship in all areas of the field of education. Major articles include research, analysis, and commentary covering the full range of contemporary issues in education, education policy, and the history of education. The book section contains essay reviews of new books in a specific area as well as reviews of individual books. TCR takes a deliberately expansive view of education to keep readers informed of the study of education worldwide, both inside and outside of the classroom and across the lifespan.