By Alice E. Ginsberg, Marybeth Gasman
This e-book explores the advanced questions dealing with investment companies and foundations as they grapple to appreciate and outline gender fairness in schooling. As a set of writings, lots of that are written by way of the rules themselves, the booklet engages the reader within the varied methods funders use to outline gender fairness, aim restricted assets, and create collaborative relationships that may finally make colleges extra equitable and interesting for girls and boys of quite a few cultural backgrounds.
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Extra resources for Gender and Educational Philanthropy: New Perspectives on Funding, Collaboration, and Assessment
Example text
This person, like many people, seems simultaneously to hold two conflicting views. In previous research, Cultural Logic has often identified a pattern which we refer to as “toggling”—individuals hold conflicting models and move back and forth between them at different moments. Typically, this toggling reflects two different sources of input— specifically, ideas that come from various forms of public discourse, such as the media, versus impressions based on the individual’s own lived experience.
24 Joseph Grady and Axel Aubrun One way in which this question of naturalness comes up is that avoiding boredom and “keeping kids interested” play very salient roles in people’s understanding of the classroom experience. Even though many people think of kids as having a natural desire to learn, they may feel that the typical classroom environment stifles rather than harnesses this instinct. One metaphor for this view is that kids are something like fires that need stoking (rather than, for example, plants that grow on their own with only a minimum of attention).
A way out of this dilemma is to think about gender lenses, or, even better, gender analysis—versus a single-gender lens—to acknowledge the simultaneous existence of several socially constructed group memberships. This could result in better grantmaking and a more powerful consensus about the need to incorporate gender 36 Molly Mead in grantmaking. Although there are some daunting practical challenges associated with adopting gender analysis—namely that it requires well-trained program officers—it is imperative if the desired outcome is the most effective grantmaking possible.
