Studying at York
Gender, Sexuality & Education: Exploring Key Issues of Social Justice in Feminist & Educational Research - EDU00068M
Module summary
In this module we examine the ways in which gender influences children and young people’s access to, participation in, and outcomes of education. We consider how norms and expectations for gender might differentially impact on students across all stages of education (primary, secondary and tertiary).
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 2 2024-25 |
Module aims
During the course of this module students will:
- Critically examine their understandings of gender and reflect on their own expectations of appropriate ‘male’ and ‘female’ behaviour.
- Understand the importance of making gender visible in educational and social theory
- Engage critically with debates about gender differences in participation and achievement in education
- Discuss how learner identities may be influenced by current understandings and expectations of gender and sexuality
- Explore the role of schools in creating and maintaining gender hierarchy and stereotypes
- Demonstrate an understanding of gender sensitivity in conducting and engaging with research.
Module learning outcomes
Subject content
Students will cover key issues within gender and education and make links to important social justice debates in feminist and educational research, through the individual sessions outlined below:
Session 1: What is 'gender'?
Session 2: Gender inequality in a global perspective
Session 3: Gender and subject choice
Session 4: Gender and achievement
Session 5: Gendered learner identities
Session 6: Do we need more 'male' teachers?
Session 7: Gender-based in schools
Session 8: Lad culture in higher education
Session 9: Formative assessment workshop
Session 10: Gender in digital and social media
Session 11: Gender, sexuality and relationships education
Academic and graduate skills
- Ability to critically analyse and evaluate educational policies which are relevant to gender and sexualities equality.
- Ability to source, synthesise, apply and evaluate theories and empirical research on gender, sexuality and education in relation to social justice.
- Competence in demonstrating these skills orally (formative) and in writing (summative).
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Special assessment rules
None
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Module feedback
Individual written feedback reports with follow-up tutor discussion if necessary. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.
Indicative reading
Journal publications
- Gender and Education
- British Journal of Educational Studies
- British Journal of Sociology of Education
- Cambridge Journal of Education
- Journal of Interpersonal Violence
- Sex Education
- Comparative Education
Textbooks
- Sundaram, V. & Sauntson, H. (eds.) (2015). Global perspectives and key debates in sex and relationships education: Addressing issues of gender, sexuality, plurality and power. Basingstoke: Palgrave.
- Arnot, M., & Mac an Ghaill, M. (eds.) (2006). The RoutledgeFalmer Reader in Gender and Education. London: Routledge.
- Francis, B., Skelton, C., & Smulyan, L. (eds.) (2006). The SAGE Handbook of Gender and Education. London: SAGE Publications.
- Ball, S. (ed). (2004). The RoutledgeFalmer Reader in Sociology of Education. New York: Routledge.
Policy documents
- British Crime Survey (www.homeoffice.gov.uk)
- Gender and Education: The Evidence on Pupils in England. (2007). London: DCSF.
- Sex and Relationships Guidance (https://www.gov.uk/government/publications/sex-and-relationship-education)
Action Plan to End Violence Against Women and Girls (https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/181088/vawg-action-plan-2013.pdf