Explored gender, social class, and ethnic issues in parental involvement in students' choice of higher education. Parent and student interviews indicated that gender was a significant factor. Most interviewees were mothers and daughters who were considering higher education. Discusses how gender is inflected in the choice processes, illustrating…

Examines the experiences of 12 working class women attending an Access course at an inner city further education college. Risks and costs involved in transitioning to higher education were evident in the women's narratives. Material and cultural factors inhibited their access to higher education. The desire to "give something back" motivated…

Describes a well-behaved, hard-working, poor, white, working class British boy trying to achieve academically in an inner-city boys' comprehensive school while simultaneously maintaining his standing within the male peer group culture, discussing possibilities of bringing together white working-class masculinities with educational success in…

Suggests that contemporary gendered power relations are complex, highlighting female British elementary students who assumed varied positions in relation to traditional femininities, though they all occasionally bolstered boys' power at the expense of their own. Students viewed girls as harder working, more mature, and more socially skilled, yet…

Explores, from a feminist perspective, the discourses of choice regarding how women make their choices as consumers in the education marketplace. It argues that mothers as parents are not free to choose but act within a range of constraints, i.e., their choices are limited by structural and moral possibilities in a patriarchal and racist society.…

In an effort to improve their achievement and confidence, girls at a London elementary school were segregated and taught subjects designed to counter traditional role limitations. Boys, meanwhile, felt their status was being undermined, and teachers were uncertain about the rightness of countering societal norms. (DM)

Describes a project involving weekly group guidance sessions with the third and fourth grade boys in a North London (England) elementary school. Evaluates the program's effectiveness in relation to racism, sexism, bullying, collaborative group process, and other matters. (DM)