Improving girls’ educational outcomes

Abstract

What kind of policy approach is most likely to improve significantly the outcomes of all girls? This has been a fundamental concern of feminist educators for many years. An important priority has been to investigate the reasons for discrimination against and differential achievement by girls and women in educational settings, their experiences in those settings, and strategies likely to bring about change. Since the 1970s the complexities of the situation have become more apparent (see Kenway, 1990). Women have learned much about what they share and what can be gained through collaborating with each other in the struggle for social change. At the same time, early assumptions about objectives..