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In recent years there has been an international backlash against the status of girls as learners, with many people asserting that boys are suffering from new forms of educational disadvantage as girls achieve academically. This paper develops the notion of the space-between, a heuristic device to analyze and explain girls' experiences of contemporary events in education. It explores the lack of change in post-school outcomes for girls, the insignificant degree of change in the participation of girls in male-dominated curriculum areas, the endemic nature of sexual harassment, and the inequitable use of school resources by girls. Women's experiences in the space-between revolve around the conflicting discourses of equality with men and of male supremacy in which women are constructed as transgressors on male territory. Desire for achievement and threat to masculinity are dialectical experiences of girls' schooling in the Australian context. (Contains 24 references.) (SLD)

This paper describes a study that explored assumptions regarding the role of women in higher education set forth in the Sydney Morning Herald (Australia) in June 1995 by Dame Leonie Kramer, a prominent academic. She contended that "women go a bit limp when things get tough...." The study was based on semistructured interviews with seven women in senior management positions in Australian universities. The interviewees were asked what factors had been important in achieving their present positions; how important mentoring had been; what they perceived the relationship between gender and power to be; whether their gender had been an issue in achievement; if they had experienced personalized criticism; and whether management style was an issue. Overall, there was agreement that academic qualifications were important in reaching senior positions. However, once senior rank had been achieved, these qualifications were less relevant. Demonstrated managerial skills were also seen as necessary. None of the respondents had followed a traditional career path; family and domestic conditions had influenced career decisions. Mentoring was seen as very important, but little relationship was perceived between gender and power. The paper concludes that while "management has a masculine flavor," evidence from the interviews suggests that some women are nevertheless able to pursue and practice other forms of leadership. They have found creative ways to play out agendas in environments which are uncomfortable and constraining. Moreover, all the women interviewed exhibited a very clear sense of purpose and were resolute in their determination to bring about changes in their institution through clearly articulated policies and directions. (Contains 35 references.) (CH)

This paper explains the social and legal contexts that affect the status and employment of women in education in Australia. It examines data on women in educational management at all levels, with a focus on the tertiary sector. Methodology involved document analysis of the affirmative action plans submitted by 6 government school systems, 6 nongovernment school systems, 29 tertiary institutions, and 9 other organizations. Barriers to the entry of women into management positions and consequences of such barriers are identified. The effectiveness and efficiency of strategies being used to overcome these barriers are then discussed. These strategies include requiring commitment from senior administrators; implementing legislation; establishing quotas; eliminating sexist language and curriculum and sexual harassment; making institutions responsible for providing help in the domestic sphere; increasing visibility, mentoring, and networking; publicizing the advantages of women's management styles; providing appropriate education and training; overcoming recruitment and selection problems; engendering gender balance on committees; and using collective action. A conclusion is that employment outcomes for women in Australian education are far from satisfactory. Proactive affirmative action programs are necessary, not only to achieve gender equity in educational management, but to improve the quality of life and employment conditions for both men and women. Six figures and two tables are included. Appendices contain a list of respondents who submitted AA policies. (Contains 115 references.) (LMI)

This document details how Australia's government intends to implement the New National Agenda for Women, which was formulated in 1993 after a review of many recent reports and after a forum to obtain input from women in the community, representatives of many women's organizations, and all areas of government. Sixteen of the 23 chapters examine the following issues: women and decision making; eliminating violence against women; women and the media; education; training; employment; child care; sex discrimination; health and well-being; women and families; homes and communities; income security; superannuation; sport, recreation, arts, and culture; women and the environment; and international cooperation. Six chapters discuss government programs/policies toward the following groups: non-English-speaking women, young women, Aboriginal and Torres Strait Islander women, women in rural and remote areas, older women, and women with disabilities. Outlined in chapter 23 are processes being used to implement, monitor, and report progress in achieving the national agenda. Each chapter includes a statement of goals and lists of achievements thus far and planned actions. Appended are key information on commonwealth government departments and agencies and a list of organizations represented at the 1992 National Agenda for Women Renewal Forum. (MN)

It is proposed that, to address the lack of women in senior academic ranks, higher education should reexamine appointment procedures, scrutinize the standards by which men have been assessed traditionally, ask men to justify their own merit, and examine the way in which male academics interact with their female counterparts. (MSE)

The report describes an Australian project to investigate ways in which gender issues affect adolescent girls with disabilities and associated educational implications. Interviews were conducted with 180 girls and women (ages 12-29) with mild or moderate disabilities. Additional information came from questionnaire responses and discussions with 48 parents and educators at 25 schools in Australia. After an introductory chapter focusing on the rights of the disabled and women, a chapter discusses the background, methodology, and layout of the study and report. Chapters cover results in the areas of: personal lives (friendships and personal/emotional well-being); school lives (e.g., curriculum, career aspirations, harassment at school, positive and negative aspects of school, and sport/recreation); home lives ( family life, residential life, fears for the future); the post-school years (future hopes and the 'older' women's post-school experiences). A concluding chapter stresses the need of these women to be treated normally while receiving appropriate services for their special needs. A bibliography of 22 references and an annotated bibliography of 74 print and non-print resources are provided. Appendixes provide details concerning: the informants, the Special School Destination Survey, the format protocol for interviews, and a summary of possible areas of need. (DB)

Changes in women's participation in university education in Australia, as students, graduates, and faculty, are outlined with statistical data and analyzed in the context of Australia's economic history. Despite increased female participation at all levels, heavy imbalances are found to continue, particularly at the upper levels. (MSE)

Implicit in the human capital approach of 20th-century educational rhetoric in Australia was the belief that schools imparted vocationally useful cognitive skills beyond basic literacy and numeracy. These skills were believed to be transferable to the workplace and to increase the productivity of the individual to the benefit of society. For girls, the vocational preparation was more vocationally specific and trained them in skills transferable immediately to the work force. Girls were encouraged to make curriculum choices within the limited number of occupational positions and societal roles regarded as suitable for women. Job-specific training was complementary to the overall ideology of domesticity by providing skills for short-term employment prior to marriage. Development of commercial education in the state system opened up clerical work to the increasing number of youth staying on at school. The rapid expansion of secondary education facilitated the upward social mobility of the middle class. Young workers also benefitted from the salary rises and increased opportunities for advancement in what was considered higher status white-collar work. (YLB)

In 1983, a National Conference on the Participation of Women in Educational Management in Australia was sponsored by the Australian College of Education. About 165 women senior administrators met to determine the extent of female participation in educational administration at all school and college levels. They also explored national trends to (1) identify obstacles, (2) assess professional development avenues to increased female participation, (3) explore alternative involvement strategies, and (4) recommend appropriate action to the College Council. This report distills major proceedings and findings for a national audience, providing background material and summarizing keynote addresses and recommendations. Following an introduction and overview by Shirley Randell, the contents are: "Why So Few?" (Helen Mayer); "Women in Educational Leadership" (Mary Beasley); "Women, Education, and Social Change" (Joan Kirner); "Facts and Trends: A National Overview" (Shirley Sampson); "Discrimination: An Issue for Women in Education" (Fay Marles); "Professional Development: An International Perspective" (Virginia Novarra); "Women in Educational Management" (Joan Bielski); "Avenues for Professional Development: A Personal Perspective" (Valda Ward); "Women in Education: A Historical Perspective" (Quentin Bryce); and "What Do We Do Next?" (Denise Bradley). Eight appendices provide a list of participants, preconference readings, issues for state preconference meetings, state overviews, workshop reports, conference statements, a career tactics paper, and a list of contributors. (MLH)

Used a case study of boys' and girls' block play in Australian early childhood centers to critically appraise current approaches to gender equity in the early childhood curriculum. Investigated how patriarchal gender relations were created and maintained, how teachers responded to these relationships (feminisation, separatism, fusion, or policing), and how children responded to teacher challenges. (SD)

A study examined processes of state training authorities, group training companies (GTCs), training colleges, and employers to ensure that apprentices/trainees (A/Ts) who are suspended or terminated due to lack of work have access to on-the-job training. Data on apprenticeship and traineeship commencements and cancellations were collected from national training statistics and face-to-face and telephone interviews with participants from Victoria, South Australia, and Queensland. State processes required employers who consider displacing an A/T for reasons of economic hardship or work shortages to find another employer or contact the training officer. GTCs played an increasingly greater part in employment of A/Ts; almost half found third- and fourth-year A/Ts hard to place due to high cost; and they used various strategies to keep A/Ts in work. In a few instances, colleges experienced major problems in accessing work experience or vocational placements. In rare instances of displacement, colleges usually allowed A/Ts to continue formal training. Companies believed in apprentice training to avert future skill shortages; few had displaced an A/T because of work shortages or economic hardship; very few currently or previously employed A/Ts who had reported disabilities, had Aboriginal and Torres Strait Islander backgrounds, did not speak English, or were female. Findings pointed to five strategies to expand numbers and improve training of skilled workers. (A glossary precedes the report. Appendixes include participants, interview questions, and industry case studies.) (YLB)

Argues that a male perspective, valuing individual achievement through aggressive competition, has dominated physical education. This agenda has marginalized other pedagogies and sports such as gymnastics and dance. Supports this interpretation with an analysis of policy documents, archival material, interviews, and journal articles. (MJP)

Explores the attitudes of older (Australian) female education workers toward continuing to work or retiring early. Little interest was shown in early retirement, partly because it was not an attractive financial option and partly because of strong commitment to continued workforce participation. Shows how former discriminatory practices have disadvantaged women and urges organizations to implement policies that better utilize older workers' talents. (MLH)

A study of female-male employment and earnings patterns in the Australian manufacturing sector (1911-36) and specifically the clothing and textile sector found that females were heavily discriminated against in areas dominated by males (such as leather goods). (JOW)

This paper uses a comparative approach to investigate the ethical policies and practices of Australian and American universities. In Australia, 26 institutional surveys were returned in which institution heads responded to questions about the professional ethics of faculty, the ethics of student assessment, research ethics, and the ethical element of the curriculum; the response rate was 74%. Findings showed that the older and more established the university, the more the respondents tended to think of ethics as relating only to research activities and to such obvious problems as student plagiarism. Newer schools demarginalized ethics and defined the ethical dimensions of a broad range of activities. An American survey was conducted of 78 schools (54 responded; a 69% response rate) that were comparable with the Australian group. Results showed that universities in America had a stronger sense of the ethical dimensions and importance of their activities than did their Australian counterparts. Some of this is believed to be due to the Australian system's being more centralized with a more prominent role of the federal government and national bodies in shaping policies and directions of all universities. Contains 11 references. (GLR)

This monograph explores some of the explanations commonly proffered to justify the existing pattern of academic women's employment in Australian universities. The research, data, and explanations in this monograph address the university area of the higher education sector only. It examines the adequacy of some of the explanations given for women's concentration in the lower ranks of academic employment. The validity of various explanations is tested by examining them against available relevant data. This examination strongly suggests that academic women experience sex discrimination, particularly systemic or indirect discrimination, in employment in universities. Among the topics discussed concerning women's participation patterns in academic employment are the following: (1) selection and promotion procedures; (2) turnover in academic employment; (3) academic employment and domestic responsibilities; and (4) gender-based differences in academic merit, such as qualifications, publications, teaching ability, and participation in administration. Appendices provide a comparative listing of the proportion of senior academics who are women in various Australian universities between 1980 and 1987, and a list of the Australian universities whose staff statistics are included in the Universities Annual Statistical Collection, 1987. Contains a 48-item bibliography. (GLR)

Nearly 360 million women who live in the countries of Asia and the Pacific are illiterate. In this region, and in much of the world, women have restricted access to education, and are the victims of economic, social, and political marginalization. In recent years, governments have become increasingly aware that the inferior position assigned to women jeopardizes not only women's future status in society but the future of society as well. For UNESCO (United Nations Educational, Scientific, and Cultural Organization), the status of women, their full participation in development, and women's access to education, science, and culture are issues of first priority. In 1986, four countries in the Asia Pacific region (Australia, Bangladesh, China, and Indonesia) were invited to conduct a study of existing materials on civic awareness. This report presents the knowledge and experience shared and gained from the studies of the four countries that participated in a workshop in 1987. At the workshop, the participants discussed their respective studies, scrutinized and synthesized their experiences to form a regional overview, and suggested some considerations for crucial aspects of materials development: contents selection, linguistic elements and illustrations, design and layout, among others. The 20 examples of selected materials from Australia, Bangladesh, China, and Indonesia cover a wide range of topics, including: citizens' rights and responsibilities, health and nutrition, family planning, employment and work related issues, women's integrity and self-worth, women's organizations, conservation of the environment, and scientific outlook. The book is organized into three chapters. Chapter 1 consists of a regional overview derived from synthesizing each country's analysis. The second chapter presents considerations on crucial aspects of developing reading materials to raise civic awareness among women with limited reading skills. A summary of each country's analysis is presented in chapter 3. (DB)