Gill, Judith; Tranter, Deborah
The long-standing relationship between social disadvantage and poor educational outcomes continues to preoccupy educational policy-makers, with teachers at the front line of the ongoing struggle. Across the range of equity concerns, gender may be noted as either qualifying disadvantage or compounding it, but the meaning of gender as a simple binary category is rarely challenged. Using data drawn from a study in three disadvantaged urban fringe Australian high schools we argue that the...[Show more]
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