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Inhalt: Sexualising gender, gendering sexuality -- Presumed innocence -- To be or not to be \"girlie\" -- Boys \"doing\" masculinity -- Girls, girlfriends, and (hetero)sexualities -- Boys, boyfriends, and (hetero)sexualities -- We're not like most girls and boys -- Thinking otherwise about girls, boys, and sexualities.

Reparation and Reconciliationis the first book to reveal the nineteenth-century struggle for racial integration on U.S. college campuses. As the Civil War ended, the need to heal the scars of slavery, expand the middle class, and reunite the nation engendered a dramatic interest in higher education by policy makers, voluntary associations, and African Americans more broadly. Formed in 1846 by Protestant abolitionists, the American Missionary Association united a network of colleges open to all, designed especially to educate African American and white students together, both male and female. The AMA and its affiliates envisioned integrated campuses as a training ground to produce a new leadership class for a racially integrated democracy. Case studies at three colleges--Berea College, Oberlin College, and Howard University--reveal the strategies administrators used and the challenges they faced as higher education quickly developed as a competitive social field.Through a detailed analysis of archival and press data, Christi M. Smith demonstrates that pressures between organizations--including charities and foundations--and the emergent field of competitive higher education led to the differentiation and exclusion of African Americans, Appalachian whites, and white women from coeducational higher education and illuminates the actors and the strategies that led to the persistent salience of race over other social boundaries.

Girls, Boys and Junior Sexualities takes an insightful and in-depth look at the hidden worlds of young children's sexualities. Based upon extensive group interviews and observation, the author illustrates how sexuality is embedded in children's school-based cultures and gender identities. From examining children's own views and experiences, the book explores a range of topical and sensitive issues, including how: the primary school is a key social arena for 'doing' sexuality sexuality shapes children's friendships and peer relations being a 'proper' girl or boy involves investing in a heterosexual identity children use gendered or sexual insults to maintain gender and sexual norms. Grounded in children's real-life experiences, this book traces their struggles, anxieties, desires and pleasures as they make sense of their emerging sexualities. It also includes frank and open discussions of the pressures of compulsory heterosexuality, the boyfriend/girlfriend culture, misogyny and sexual harassment. Girls, Boys and Junior Sexualities is a timely and powerful resource for researchers, educationalists and students in childhood studies, sociology and psychology and will be of great interest to professionals and policy makers working with young children. 'This publication will be a valuable resource for all with an interest in childhood studies.' - ChildRIGHT 'This is a fascinating study based on close work in real primary schools' - Gerald Haigh, TES Emma Renold is a lecturer in the School of Social Sciences, Cardiff University.

There is little research about physical education teachers' influence of students' self-development, but even less research about another important self-concept source: the other students being the peer group. However, research shows that peers are one of the most important socialization agents in childhood and youth and that sport competence is used as an important criterion for being recognized by other peers. Therefore, it is important to examine the link between non-recognition experiences in physical education in the sense of negative peer feedback and self-indices. Furthermore, it is important to examine how children individually handle non-recognition experiences to identify potential pedagogical interventions. A mixed method study combining video-records, video stimulated recall interviews with a questionnaire, and PE teacher ratings about students' sport competence was conducted. The data set includes N = 144 students (mean age: 11.75 years; n = 67 boys; n = 77 girls). From these 144 students, n = 20 boys and n = 20 girls were selected for video stimulated recall interviews which aimed at identifying students' handling strategies with non-recognition experiences in PE. To avoid gender reification, \"sport competence,\" which is more relevant for (non-)recognition experiences in PE rather than \"sex\" was chosen as the differentiating category to identify differences between the students. For sportive children there are significant negative correlations of non-recognition experiences in PE with most selfindices and significant positive correlations of recognition experiences with all self-indices. However, there is no significant correlation between the self-indices of less sportive children and their non-recognition as well as their recognition experiences. The interviews showed that non-recognition experiences are self-relevant for sportive children whereas less sportive children use defense strategies to handle non-recognition experiences in a non-self-threatening way. Finally, the study shows that for the self-indices of less sportive students, PE is no (more) a relevant context. (Autor).

The gender agenda in many North American, Western European, and Australasian countries has undergone a \"boy turn\" in the past decade amid growing concerns about boys' apparent \"underachievement\" relative to girls. One aspect of this turn has been the resurrection of interest in single-sex classes in coeducational public state schools. This article reviews these developments from an international perspective, particularly focusing on the experiences of a number of United Kingdom secondary schools involved in the 4-year Raising Boys' Achievement Project. The article suggests that, while single-sex classes have the potential to raise the achievement levels of both boys and girls and to have a positive impact on the atmosphere and ethos for learning, these gains will be achieved only if the initiative is developed within gender-relational contexts rather than situated within recuperative masculinity policies. (DIPF/Orig.).

Die #MeToo-Debatte hat Geschlechterthemen verstärkt in die öffentliche Aufmerksamkeit gebracht. Die Grundlagen für die Einstellungen zu Geschlechterthemen und Gleichstellung werden im Kindes- und Jugendalter gelegt. Damit sind Geschlechterdifferenzen auch im Bildungssystem zentrale Themen. Das ifo Bildungsbarometer 2018, der jährlichen repräsentativen Umfrage bei über 4 000 Erwachsenen in Deutschland, hat die Meinung der Deutschen zu diesem Themenfeld erhoben. Die große Mehrheit der Deutschen – 74% der Frauen und 66% der Männer – finden es positiv, dass eine öffentliche Debatte über sexuelle Belästigung geführt wird. Dabei sehen 45% der Frauen und 30% der Männer sexuelle Belästigung in Deutschland als ernsthaftes Problem an. Drei-Viertel-Mehrheiten sind dafür, dass Themen wie Gleichstellung, Gewalt und Machtmissbrauch von Männern gegenüber Frauen und sexuelle Belästigung im Schulunterricht behandelt werden. Im Gegensatz zum Arbeitsmarkt, wo mehrheitlich von einer Bevorzugung von Männern ausgegangen wird, sehen deutliche Mehrheiten der Frauen und Männer an den Schulen und Universitäten generell keine geschlechtsspezifische Bevorzugung. Mehrheitlich sind die Deutschen dafür, dass Lehrkräfte in ihrer Aus- und Fortbildung lernen, wie sie bei ihrer Unterrichtsgestaltung besser auf Geschlechterunterschiede eingehen können. In Mathematik und Sprachen wird getrenntgeschlechtlicher Unterricht von deutlichen Mehrheiten abgelehnt, geteilter ist die Meinung in Sport. Für verpflichtende Geschlechterquoten bei Führungspositionen in Unternehmen finden sich sowohl bei Frauen als auch bei Männern relative, aber keine absoluten Mehrheiten. Für verpflichtende Geschlechterquoten in der Politik, bei Universitätsprofessuren und bei der Studienplatzvergabe gibt es bei Frauen ebenfalls deutliche relative (aber keine absoluten) Mehrheiten, hingegen nicht so sehr bei Männern. Sowohl Männer als auch Frauen sind mehrheitlich der Meinung, dass Mütter junger Kinder, nicht hingegen Väter, ihre Berufstätigkeit reduzieren sollten.

Attempting to establish an agenda for one's own research is often challenging; trying to do so for a broad swath of one's field is even more so. I accepted the invitation to propose one in the hope that graduate students and younger colleagues—especially those willing to put in the work to obtain at least reading fluency in foreign languages—might benefit from the suggestions of potentially fruitful research topics from someone who has been reading widely in modern European educational history for almost forty years. Such an agenda is partial in both meanings of the word: it does not come close to exhausting all possible topics, and it necessarily reflects my own areas of expertise and interest. That means a focus primarily on the nineteenth century, with more attention both to secondary than to either elementary or university education, and to girls’ schooling than to boys’. As a caveat, I may not be cognizant of all that has been published or is in the works even for the themes suggested.

Purpose - The first state high schools in New South Wales (NSW) were restricted to children with high academic ability. The purpose of this paper is to explore the lived experience of over 70 former students from three such schools, one coeducational, the other two single-sex, with special attention to academic and social curricula.Design methodology approach - The study investigates memories of a particular moment in the history of secondary schooling in NSW before the establishment of mass secondary education. The authors utilise theoretical concepts from recent oral history studies regarding memory communities and intersectionality.Findings - In bringing ex-students' memories of both single-sex and coeducational academically-selective high schooling together, the study reports on the homogeneity of the memories of this type of schooling despite the different sexual structures of the schools. The respondents, it is argued, constitute a \"memory community\" in that they recalled their selection for high school as marking them out as intellectually superior, \"special\". Their main differentiating feature arose from their sex and gender socialisation. Females were made more consistently conscious of their responsibilities within their schools' gender regime.Originality value - The approach in this paper adjusts the focus of traditional oral history research in the history of education to \"history from within\" (rather than \"from below\"); to experiences of both academic and socialcurriculum (not \"formal informal\"); to a gendered approach incorporating both sexes; and to a comparative approach across academically-selective coeducational and single-sex high schools.