State Policy and Ideology in the Education of Women 1944–1980

Deem, Rosemary

doi:10.1007/978-1-349-17956-5_14

Cited by 11 publications

(8 citation statements)

References 13 publications

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“…These points suggest that the life courses of the oldest cohort are probably influenced by the turbulences of World War Two, and that the economically stable times of the 1950s and 1960s made family formation easier for the middle two cohorts at a time when more traditional family values re-emerged, emphasising women's role as housewives (Deem 1981). Finally, there are (also) indications of selection effects at work for the oldest cohorts, with the more privileged ones having survived and thus a specific bias in the patterns found, towards those patterns connected to higher education and status (for example, regarding the never or only briefly married trajectory, cluster 7, among well-educated women).…”

Section: Summary Of Resultsmentioning

confidence: 93%

Work and Family Trajectories: Changes Across Cohorts Born in the First Half of the 20th Century

2015

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This paper deals with the relationship between family formation and employment in older cohorts of the English population born between 1916 and 1957. Based on retrospective life history data of the English Longitudinal Study of Ageing (ELSA) and using sequence and cluster analyses, we explore three dimensions in particular: employment, marital status, and having children, and the extent to which individuals' life course trajectories on these three dimensions vary across cohorts, gender, and level of education. While the majority of men followed a trajectory of marriage and family formation with a (relatively) continuous career, the family-work trajectories of women varied noticeably from one cohort to the next, including increased labour market participation combined with fewer and shorter breaks from work to care for children. While the current perception is that the so-called 'baby boomer' generation born soon after World War Two was path-breaking in terms of life course innovations, our findings are not compatible with the assumption of a single cohort being particularly pioneering.

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Section: Summary Of Resultsmentioning

confidence: 93%

Work and Family Trajectories: Changes Across Cohorts Born in the First Half of the 20th Century

2015

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“…The authors of this report noted that they had found little existence of overt sex discrimination or differentiation in the curriculum except in games. But, as Deem (1981) points out, Plowden relied heavily on examining the form rather than the content of schooling and even then missed many of the subtler forms of discrimination. So, by examining the concept a little more closely, it is clear that there is no reason to suppose that by allowing children to develop at an individual pace prevents gender discrimination.…”

Section: Assumptions and Perceptionsmentioning

confidence: 96%

A Study of Gender Discrimination in a Primary Programme of Teacher Training

Skelton

1987

Journal of Education for Teaching

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The degree to which initial teacher training programmes provides students with information on anti-sexist classroom practices is relatively unknown. In this article it is shown how one primary teacher training course inadvertently promotes gender discriminatory signals in the professional socialisation of the students by transmitting three specific messages about the attitudes and capabilities of girls and boys. These messages are in keeping with their own experience of primary school education, hence, the result is a distinct probability that gender discrimination in schools will continue to feature in the lives of pupils in the early years of education.

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“…In this sense, special needs legislation may have shared the fate of other progressive Acts whose rationalization and impetus derived from the period of social democracy from the 1950s to the early 1970s. Deem (1981) has argued that equal opportunities legislation of the 1970s failed to have a major impact because the political will to achieve the objectives of the legislation had faded by the time the Acts reached the statute book. A similar analysis might be applied possibly to special needs legislation.…”

Section: The Legislation -Context Objectives and Criticismmentioning

confidence: 98%

Country Briefing Special Education in Belgium

Detraux

Dens²

1992

European Journal of Special Needs Education

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This paper draws upon wider research examining the impact of the Education (Scotland) Act 1981 to explore how education policies relating to pupils with special educational needs are worked out at local level. Qualitative data are the major source of this information. Additionally, however, data from a demographic survey, conducted in the period 1986-88, of pupils recorded as having special educational needs in terms of the Act (n = 2 861) are used to compile a detailed picture of policy and practice in this area. The paper concludes that education professionals play a disproportionately large role in shaping local provision and that there is an absence of clearly articulated policies arrived at in consultation with parents, elected representatives and voluntary organizations. This results in ad hoc policy-making, where young people with special educational needs and their parents often remain uninformed on the nature of services, monitoring and evaluation processes and ignorant of the professionals' agendas.

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State Policy and Ideology in the Education of Women 1944–1980

Cited by 11 publications

References 13 publications

Work and Family Trajectories: Changes Across Cohorts Born in the First Half of the 20th Century

Work and Family Trajectories: Changes Across Cohorts Born in the First Half of the 20th Century

A Study of Gender Discrimination in a Primary Programme of Teacher Training

Country Briefing Special Education in Belgium

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