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The academic staff in universities continue to be male dominated, particularly at the higher levels, despite the introduction by many of equal opportunities (EO) policies. This paper draws on data from a qualitative research study undertaken in an old (pre-1992) UK university. The main aim of the study was to measure the impact of gender issues on the university campus, an important part of which was the issue of the effectiveness of its EO policies. Using a theoretical lens of hegemony, this paper develops an account of the adapting responses in the academy to the perceived demands of EO. It attempts to categorise these responses into four types: three different types of accommodation, and one of more overt resistance. It is not claimed that these are mutually exclusive, as any one academic may use different responses at different times, but it is proposed that they go some way to explaining the relative ineffectiveness of EO policies in an academic setting, and the maintenance of male dominance. [ABSTRACT FROM AUTHOR]

This paper examines the gender gap at GCSE in eight contrasting English secondary schools, and discusses the reality and rhetoric of classroom interactions, focusing on the views of teaching staff, the perspectives of Year 11 students, and observations of teacher--student, interactions in the classroom. In an earlier paper (British Journal of Sociology of Education, 17 (3)), the authors examined the extent to which there was less positive teacher-support for the learning of boys than for the learning of girls, and this issue is reviewed in differing school contexts. Research in this broader context suggests that most teachers believe that they give equal treatment to girls and to boys, particularly in support of their learning, but focus group interviews with students and classroom observation suggest that this is rarely achieved; in most schools, boys appear to dominate certain classroom interactions, while girls participate more in teacher--student interactions which support learning. If the underachievement of some boys is to be addressed successfully, these patterns of interaction need to be challenged, to enable boys to begin to develop the very learning strategies which many girls employ effectively to enable them to learn. [ABSTRACT FROM AUTHOR]

This paper explores, through the life histories of a group of first and second generation immigrant pupils from the 'Asian' and 'African' diasporas, the complex ways in which 'black' identities have evolved in British society over the past two decades. The phrase 'black identities' is used here not as a racially descriptive term but rather as a signifier of ethnic 'otherness'; to make distinct (from white society) and, at the same time, to unify the experiences of disparate groups of ethnic minority groups as marginals within metropolitan societies. Charting the life histories of a group of students in an inner-city comprehensive school in their own collective and individual voices, the paper provides a glimpse of their perceptions of their status as citizens, their views on cultural identity, and their dreams, aspirations, hopes and desires as young people growing up in contemporary British society. [ABSTRACT FROM AUTHOR]

The understanding of feminist pasts has been largely ignored in the history of education. This paper suggests that the historical sociology of Olive Banks provides fresh starting points for future research exploring the relationship between the history of social and political movements and a reassessment of contemporary and historical forms of 'radical education.' The article proceeds to use group biography to explore a municipal socialism that has been over-ridden in historical memory by the classic political histories that take the view from Westminster and Whitehall. In so doing it seeks to show the contribution of six educator activists who were participants in the making of a metropolitan political elite emerging from the association between feminism, socialism and the labour and trade union movement. [ABSTRACT FROM AUTHOR]