The Role of Public Policy in the Education of Girls and Women

Klein, Susan S.

doi:10.3102/01623737009003219

Cited by 13 publications

(7 citation statements)

References 11 publications

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“…We define sex equity in education as both the elimination of sex discrimination, sex stereotyping, and sex segregation (Klein, 1987;U.S. General Accounting Office, 1983) and the "responsiveness of educational institutions and personnel to the educational needs, interests, and concerns of women that arise from inequitable educational policies and practices" (U.S. General Accounting Office, 1983, Appendix I, p. 3).…”

Section: Sex Equity In Educationmentioning

confidence: 99%

Sex-Equity Legislation in Education: The State as Promoter of Women’s Rights

Stromquist

1993

Review of Educational Research

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This study examines core federal legislation addressing gender inequalities in education (Title IX of the Educational Amendments Act of 1972, the Women's Educational Equity Act [WEEA], and several vocational education acts). It discusses the objectives of these laws and assesses the influence of this legislation on six elements of the educational system, ranging from educational access to the presence of women in administrative positions. The evidence indicates that women made significant gains in access to educational institutions as students rather than as educational administrators or university professors. Field of study choices still reflect unequal gender distributions; curriculum content and teacher training have been mildly affected. While it is difficult to isolate impacts of legislation from those of parallel social forces over a period of 20 years, shortcomings common to each of these equityfocused laws, such as their limited funding, weak enforcement, and reliance on voluntary efforts by educational institutions, have hindered the achievement of dramatic shifts toward the anticipated goals. As a key mediator between women's demands and the practices of educational institutions, the federal government has played a reluctant and primarily symbolic role in efforts to attain gender equity. The study concludes with an identification of the types of studies, along with their methodologies and research designs, that remain to be conducted to further explicate the role of the State in gender structuring and sexual politics.

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Section: Sex Equity In Educationmentioning

confidence: 99%

Sex-Equity Legislation in Education: The State as Promoter of Women’s Rights

Stromquist

1993

Review of Educational Research

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“…Successful implementation of girls' education projects in several developing countries provides many examples of policy strategies, as well as the governance arrangements needed for success. Klein (1987) argues that equity consequences of education policies can be intentional or unintentional and provides a useful framework for analysing gender equity consequences. A simplified version of this framework is displayed in Table 1.…”

Section: What Work In Girls' Educationmentioning

confidence: 99%

“…Education policies can either target gender differences or provide general strategies that ignore gender differences. Within the first category, Klein (1987) identifies policies that promote gender equity, such as efforts to enrol girls in schools, and policies that promote gender differentiation, such as dual curricula for boys and girls. Either policy can promote or harm gender equity, although policies that specifically target gender equity as a goal are expected to be more successful.…”

Section: What Work In Girls' Educationmentioning

confidence: 99%

Efficiency, equity and girls' education

Lincove

2006

Public Admin. Dev.

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This article analyses World Bank strategies for education in the context of gender equity. Developing countries face the challenge of expanding education with limited resources. At the same time, promoting gender equity is vital to achieving basic development goals. Appropriate governance strategies are needed to provide education in a way that is cost-effective and inclusive. Privatisation, decentralisation and citizen participation are three strategies that are promoted by the World Bank to control costs and improve transparency in education. Intended to promote efficiency, these strategies can harm equity. This study compares World Bank strategies to proven effective programs in girls' education. Empirical analysis reveals that while many World Bank projects include effective strategies for girls' education, governance reforms generally do not promote awareness of gender. Implications for expansion of girls' education are discussed.

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“…Legislation, judicial decisions, or executive actions are the bases for public policies which are often influenced by fiscal and budgetary considerations (Klein, 1987). Federal and state legislators may pass laws ranging from those which contain very comprehensive statements to those which are quite specific and detailed.…”

Section: Public and Higher Education Policiesmentioning

confidence: 99%

“…Both state and institutional policies are designed to bring about formal change, although change may not be in the anticipated direction since informal patterns are constantly operating. Hatvany (1982), Blackwell (1981: 320-321) and Klein (1987) posit that planning is central to policy formulation, The Board of Regents at the state level engages in overall strategic planning for the system, individual universities or colleges formulate strategies and engage in operational or logistical planning. All types of planning are necessary and must be continually interrelated.…”

Section: Public and Higher Education Policiesmentioning

confidence: 99%

Public and higher education policies influencing African-American women

Lindsay

1988

High Educ

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This article examines critically the position of African-American women in relation to public and higher education policies. Post-baccalaureate students (graduate and professional), faculty, and administrators are the foci. The article examines the following: (1) legislative, judicial, and executive decisions influencing African-American women; (2) the development and implementation of public and higher education policies with special focus on the State of Georgia; (3) a descriptive statistical analysis of where African-American women are situated in higher education; (4) the establishment of programs to enhance African-American representation in higher education; and (5) future policy research issues including those which analyze interactive nexuses among federal and individual state and higher education policies.

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The Role of Public Policy in the Education of Girls and Women

Cited by 13 publications

References 11 publications

Sex-Equity Legislation in Education: The State as Promoter of Women’s Rights

Sex-Equity Legislation in Education: The State as Promoter of Women’s Rights

Efficiency, equity and girls' education

Public and higher education policies influencing African-American women

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