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ERIC Number: EJ852634
Record Type: Journal
Publication Date: 2007
Pages: 25
Abstractor: As Provided
Reference Count: 49
ISSN: ISSN-1946-7109
Fostering Gender Equity in Schools through Reflective Professional Development: A Critical Analysis of Teacher Perspectives
Towery, Ila Deshmukh
Penn GSE Perspectives on Urban Education, v5 n1 Fall 2007
The continued persistence of sexism and institutional gender bias in schools is well documented. The empirical research in this area has uncovered a host of negative outcomes associated with gender inequity for all children. Research suggests that schools provide an excellent forum in which issues of gender inequities may be examined and challenged. The literature further suggests that teachers can be critical allies in schools' struggle to achieve gender equity. Drawing on three years of data from an evaluation of an in-service professional development program aimed at raising teachers' awareness of and responses to gender inequities in their schools, this paper explores teachers' perceptions of school climate with regard to gender inequity and teachers' perceptions of their own efforts to challenge these inequities. Findings suggest that teachers who participated in the program made significant inroads in their thinking related to gender equity. Findings also suggest that considerable challenges, especially around personal growth, awareness, and change persist and that teachers continue to grapple with gender bias, both within themselves and in their schools.
University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail:; Web site:
Publication Type: Information Analyses; Journal Articles; Reports - Evaluative
Education Level: High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts