An Equal Opportunities Guide For Parents

This Guide for parents has been produced by the Equal Opportunities Commission, Scotland in partnership with the Scottish School Boards Association, Scottish Parent Teacher Council, Highlands and Islands Enterprise and the Scottish Executive.

If you would like more copies of the guide, require the guide in a different format or community language, or would like more information on the issues and ideas within the guide, then please contact:

Equal Opportunities Commission, Scotland
St Stephens House
279 Bath Street
Glasgow G2 4JL

Tel: 0141 248 5833

The guide is also available on our website: http://www.eoc.org.uk

I am delighted that the Equal Opportunities Commission has produced this guide aimed at helping parents tackle the equality issues that affect their children. It recognises parents' unique role in ensuring their children experience equality of opportunity both at home and school. Teaching and learning takes place in all kinds of ways, within school and outside of it, and of course, children develop views and attitudes from their own experiences and the examples before them on a daily basis.

The guide aims to get both boys and girls fully involved in all aspects of the curriculum and out-of-school activities and outlines ways in which parents and schools can work together to ensure discrimination does not occur.

Parents are becoming more aware of the content of their children's formal education and can influence them to participate in the full range of curriculum activities - particularly those that are gender based.

Parents can also encourage their children to develop informed attitudes about the educational opportunities open to them and in making career choices. This will help young people to achieve their full potential, uninhibited by the effects of discrimination in any form.

Education is at the heart of Government policies and raising standards for both boys and girls is a key priority. An area of growing concern is evidence that boys are not reaching the same levels of achievement as girls in a number of significant areas. It is thought that this underachievement is largely determined by social factors and can be influenced by changes in policy and practice; it can therefore be successfully addressed as part of the overall drive to raise standards in schools.

A support pack has been issued to all schools with a number of recommended approaches to enable all pupils - girls and boys - to reach their full potential. Progress towards targets in schools and education authorities will be closely monitored over the next few years by HM Inspectors of Schools in relation to gender and other aspects of attainment.

Finally, the Scottish Parliament takes the issue of Equal Opportunities very seriously and will take a keen interest in its development. To this end, the Scottish Executive has established an Equality Unit to support this important issue.

I hope all parents will help us reach our goal of making Scotland a fully inclusive society with equal opportunity for all.

Sam Galbraith MP, MSP
Minister for Children and Education at the Scottish Parliament

Introduction

Scotland has always placed a high value on education and the opportunities it creates. Equality of opportunity for girls and boys in our education system is important if our young people are to realise their full potential. Outdated notions that treat girls and boys differently and expect different outcomes, achievements and behaviour based on their sex, serve only to limit our children. This Equal Opportunities Commission (EOC) publication aims to guide parents of schoolchildren on some of the equality issues they might encounter in their children's education.

The guidelines deal with:

• the influence of parents
• parents' relationships with schools and parents organisations
• the law on sex discrimination in schools
• equality issues in education for parents

Your own efforts as a parents can make a difference to your children's self-awareness, expectations and achievements. Parents' influences on young children are by far the most important. Your own expectations of your daughters and sons and the ways in which you treat them can influence their perceptions.

It is easy to unwittingly treat children in a limiting way. As babies and toddlers, for example, girls and boys are often not given the same range of toys, girls can be supervised more closely than boys, and even the language used when talking to them can be more protective. Later on girls are less likely to be asked to help with hobbies of a technical nature, or DIY at home, but they will be expected to help with domestic chores. Your interest in what your children do and their expectations of what they will do in later life have an enormous effect on the performance of young children. If children's experience is restricted, they will lack confidence in the untried areas: for example, research shows that when girls' ability to apply science decreases as they get older, this is linked to a lack of earlier practical experience.

Parents' interest in what their children do and in what they might do later in life is deeply influential. Before they enter a classroom, the influences that have been brought to bear in their early years have shaped their self-perception and their attitudes to society. As they progress through school, what happens in the home and in the community continues to affect them. What they learn in the classroom must be supported in these places if it is to be fully effective. If the concept of equal opportunities permeates the educational process in Scotland's schools, if it informs the structure and functioning of the community and the daily life of the home, our children may all leave school confident and prepared to participate and contribute to adult society to achieve financial independence, to form worthwhile relationships, and to care adequately for themselves and others.

What can parents do at home?

Parents can do a great deal to help their children grow up with the self-confidence and unrestricted range of interests and abilities that will help them to grasp all their opportunities. Here are some suggestions:

• In two-parent households, try to divide parental responsibilities and household chores so that it is apparent to children that both mothers and fathers can cook, garden, repair plugs, look after children and use tools.
• From the earliest possible age, ensure that both girls and boys have access to a wide range of toys, for example, those of a constructional or mechanical nature, dolls, cookery and chemistry sets.
• Encourage girls and boys to take part in a range of games, sporting and artistic activities, and role-playing which avoids stereotypes.
• As they grow older, allow both girls and boys to have equal hands-on experience with mechanical, electrical and electronic systems, domestic chores, artistic pursuits and creative activities.
• Give equally of your time and attention to girls and boys to help them grow up with a sense of equal entitlement.
• Take steps to increase self-confidence in both sexes by giving them where possible a central role, and by encouraging them to question, use initiative, make decisions and take the lead.
• Support and encourage the participation of your child in initiatives such as 'Take Your Daughter to Work' days, and 'Women into Science and Engineering'
• Take girls and boys to museums, heritage centres and science centres, all of which welcome children.
• Boost self-esteem and a sense of self-worth by giving praise, especially for achievements in areas traditionally seen as the realm of the opposite sex.
• Encourage daughters and sons in their aspirations, whether or not you feel them to be appropriate, and try to engender the belief that, given the necessary aptitude, any pursuit, any job, any ambition can be achieved, regardless of gender.

Parents and Schools

As a parent, you want your children to make the most of their education. In partnership with parents, local authorities and other agencies, schools all over the country are trying to break down the barriers to learning. Traditional views of what girls and boys can and should do and what jobs they should aim for has had a serious negative effect on their opportunities. It is still the case that girls and boys opt for "traditional" subjects when given a choice. This in turn affects what they do when they leave school. Women and men in employment are still concentrated in traditional jobs. The pay gap between women and men continues to be a feature in a life cycle of inequality. Your role as a parent is vitally important in supporting and encouraging your children to achieve as much as they can regardless of their gender. Your children's school and the local parent organisations can help you make a difference by working together to achieve greater equality in education.

Getting Involved in Your Children's School

Your first port of call in finding out about how parents can become involved in the school is through contacting the school itself. There are two main types of organisations in which parents are encouraged to become involved.

The School Board

In most Scottish schools, parents are represented formally by the School Board, an elected group of people, the majority of whom are parents of children at the school in question. School Boards act as a source of communication between you, the school, the local authority and the community. If you want to become formally involved in your children's school you may wish to stand for election to the School Board. Through the school board, you can become involved in policies on the school curriculum, assessment, discipline and rules. School Boards also play a role in selecting senior staff, deciding what the school is used for outwith school hours and setting occasional holidays and agreeing the Head Teacher's plans for spending the school budget. School Board members involved in interviewing senior staff are advised to receive training on equal opportunities and the Sex Discrimination Act.

Parent Teacher Associations/ Parents Associations

You may prefer to become involved with the local PA/PTA at your children's school. These parents organisations are less formal voluntary organisation that support the school in the community. Parents organisations can inform you of new initiatives in education and issues of concern at the school, arrange educational evenings with teachers and parents and raise funds for school clubs, trips, displays, etc. Like School Boards, parents organisations provide a great opportunity for you to raise issues of equality of opportunity with other parents and your children's school.

The Sex Discrimination Act 1975 states that it is unlawful to discriminate against a person on the ground of their sex. Discrimination means less favourable treatment, and there are two kinds of discrimination:

• When a person of one sex is treated less favourably, because of his or her sex, than another person of the opposite sex, this is direct discrimination.
• When a condition or requirement is applied to both sexes, but the majority of one sex is not able to comply with it, and when the requirement cannot be justified regardless of sex and a person is disadvantaged as a result of the requirement, this is indirect discrimination.

Application of the Act in schools

In relation to schools, the Act sets out the kinds of treatment of a pupil which could be regarded as discriminatory. It states that it is unlawful to discriminate against a girl or a boy on the grounds of sex in the following ways:

• by refusing an application for their admission to the school
• by applying different terms to girls and boys in their offer to admit them to the school
• by refusing to allow girls access to any benefits, facilities or services which are open to boys, and vice versa
• by giving girls different facilities, benefits or services from boys, and vice versa
• by excluding them from the school
• by subjecting them to any other detriment.

Exceptions

An exception is made for admission to single-sex schools, but the facilities available at such schools should not be inferior to those at other schools in the area. Single-sex teaching groups in coeducational schools are also lawful, provided the provision to boys and girls is equal.

As a parent, you will be anxious to ensure that your children are given equal treatment at school. The requirements of the Sex Discrimination Act highlighted above must be met by schools and local authorities. Here are the key equality issues of interest to parents of school age children.

Admission

Schools cannot refuse admission to a prospective pupil on the ground of their sex, or to try to maintain a gender balance by admitting one sex but not another when places are limited. In the private sector, if tests are used as part of a screening or selection process, girls and boys must sit identical tests, and the calculation of scores must not be based on the use of different sex norms.

Curriculum

Girls and boys must have precisely the same access to the curriculum. That is, exactly the same amount of subject teaching and the same subject options. Most schools start with this premise, but also aim to ensure a broad and balanced curriculum. A good curriculum is relevant to all pupils; it reflects diversity and cultural heritage; it builds in positive images and positive action to ensure equality of opportunity is met. Time-tables can be structured in such a way that real choice exists.

The hidden curriculum

Children learn a great deal at school and not just from formal classroom lessons. What they see around them teaches them as well. Images and pictures in books and on walls; who does what in the school; rules and regulations give clear messages. For example, if all the books are about boys having adventures and girls doing the washing up this does not provide good role models or a real picture of what life is really like. Thankfully there is a much wider choice of books now available in schools which provide a more stimulating selection to the young reader. There are many ways in which, often unintentionally, differences based on gender can lead to different treatment. This can give the wrong signals about what girls or boys can achieve. Teachers and parents should not expect different behaviour or achievement from girls or boys. Girls should not be expected to be quieter or better behaved than boys. It must not be assumed that boys can make more demands on a teacher's time.

Careers guidance

Pupils should have equal access to course option consultation and careers guidance, and the counselling offered must not be discriminatory. Girls and boys should be made aware of the full range of options available and be encouraged to participate in the broad range of work experiences on offer. Furthermore, pupils should be positively encouraged beyond conventional choices. Positive images such as girls in technology should be used to encourage others. Similarly, boys that choose modern languages, home economics or secretarial studies should not be deflected by sexist assumptions. They should also be encouraged without bias. Pupils should not be given the impression that there are jobs for men and jobs for women', but should be encouraged to make subject choices and follow career paths which interest them and correspond with their talents. Careers advice and literature must not differentiate between 'male' and 'female' employment. This is important, not only because girls should not be discouraged from many excellent career opportunities in an increasingly technological society, but also because boys will find that many of the jobs traditionally done by men no longer exist, or are few in number. Effective, nonrestrictive course options and careers guidance can expand opportunities, give more young people access to economic ladders and widen opportunities for personal development.

Pastoral care and personal and social development

Pastoral care in schools provides for the emotional, physical and social needs of individual pupils. All adults in a school should work to foster the belief that all people have value in their own right, and to create a nonthreatening atmosphere that encourages co-operation. Guidance staff offer support to all pupils within their remit, both individually and in groups, and focus particularly on pupils who are socially or emotionally needy or at risk, and those who have encountered discrimination or harassment.

Personal and Social Development (PSD) is a planned programme carried out in secondary schools, aimed at helping pupils to develop positive attitudes and personal and social skills. PSD courses are built on the principles of equality, justice and mutual respect, and focus on issues such as:

• challenging stereotyped assumptions
• raising self-esteem
• fostering positive relationships
• promoting cultural identity
• acting independently and decision making
• taking responsibility for one's actions
• working with others
• leadership.

Discipline

Not only should the disciplinary policy be the same for both sexes, but the same standards should be expected of girls and boys. Responses to disruptive behaviour should be free of bias, and reactions to disruptive behaviour based on stereotypical images should be discouraged. For example, a pupil should not be reprimanded for behaving in what is perceived to be an 'unfeminine' or 'unmasculine' way. if behaviour is praise-worthy or unacceptable, this should be decided regardless of the pupil's sex.

Language

Language, spoken as well as written, is a powerful means of reinforcing or developing attitudes, and consideration should be given to the language used in teaching. The use of gender-dependent words such as headmaster rather than head teacher should be avoided, and attempts should be made to find gender-neutral words, especially when defining occupations, for example, fire-fighter, police officer. The use of sexist terms should be discouraged. The school's discipline policy should make it clear that sexist language which uses gender as a form of abuse will not be tolerated.

Teaching materials

All pupils should have unbiased access to school resources and teaching materials. These materials should avoid the depiction of adults in traditional stereotypical roles, and males and females should be equally represented in textbooks, posters and other visual aids. These should represent all sections of society and challenge prejudice, injustice, racist and sexist views. With regard to school equipment, research has suggested that boys dominate the use of equipment in science, technology, design and computer studies. Practices must therefore be in place to ensure that both sexes receive equal hands-on experience.

Accommodation and facilities

Accommodation and facilities provided in school must take account of all pupils. Classrooms should be safe and stimulating places for everyone. They should also be organised so as to present a welcoming aspect to both sexes. This is particularly important in the areas of science and technology where in the past a 'macho' image or ethos may have been created which was off-putting to many girls. A contrasting environment may have been created in other subject areas such as Home Economics, with similar results for boys. Just as teaching materials should be widely representative of society, the school environment as a whole should portray positive images of all members of society, especially those who are often portrayed negatively, and should challenge stereotypes.

Dress/Uniform

Requiring girls and boys to wear separate school uniforms may be in breach of the Sex Discrimination Act. School uniform has tended in the past to be based on male norms, for example the wearing of ties has been expected of both boys and girls. Recent attempts to modernise uniform have favoured a unisex approach with sweatshirts as an alternative. Schools might wish, however, to adopt a less prescriptive approach: if it is simply made clear that pupils are expected to dress in a way that is appropriate, safe and practical, some of the confrontation arising in this sensitive area might be averted.

Extra-Curricular Activities and Sports

Girls and boys must have the same access to all extracurricular and out-of-school activities, such as chess clubs, hockey clubs or theatre visits. Single-sex competitions in sports are permitted where physical differences between the sexes could disadvantage women or girls. In some schools this has provided legal support for continuing to divide girls and boys into sporting activities traditional to their sex. There is strong evidence, however, that many pupils at both primary and secondary levels are eager and able to participate in a full range of sports, not just in single-sex teams but also in mixed competitive events.

The EOC believes it is wrong that girls who are fit and able to participate in a sport, and capable on their merits to play on teams, should be banned from taking part in the activities they choose. Girls should have the same right as boys to develop their skills. Sport is now the only area of the school curriculum where equality of opportunity is not always provided.

Bullying and Harassment

Sexual harassment is not defined in the Sex Discrimination Act, but it can be described as unwanted physical or verbal abuse of a sexual nature which adversely affects an individual. The EOC believes that the Sex Discrimination Act extends the unlawful nature of sexual harassment to the field of education. This would mean that an education authority would discriminate against a girl or boy if they did not take steps to prevent the sexual harassment of pupils by teachers.

Bullying and harassment in schools most often occurs when a pupil becomes a victim of other pupils. Bullying of this kind tends to arise from sexual stereotyping of the worst kind, and is based on the popular notions of 'acceptable' male or female behaviour. Boys and girls whose appearance or behaviour does not conform to popular myths are often cruelly victimised by their peers. Schools should ensure that their Equal Opportunities and Bullying Policies make it clear that such behaviour will not be tolerated. Coercion, however, is ineffective if unsupported by good practice. If schools continue to do as much as possible to generate an unbiased culture of mutual respect, it is hoped that incidences of bullying and sexual harassment will decrease, and that, as pupils progress into the adult world, society itself will gradually be influenced in its thinking.

Assessment

Procedures for classroom testing and assessment must not discriminate against pupils on the ground of sex. Girls and boys should be set the same tests, and different sex norms must not be used in the calculation of the test score.

Early intervention

Parents know that children's attitudes are formed at an early age, and their perceptions about gender are no exception. A recent study of six- and ten-year olds found that 70 per cent of six-year-old boys wanted to be sportsmen, especially footballers; this rose to 85 per cent by the age of ten. As for girls, 40 per cent of the six-year-olds wanted to be nurses and 30 per cent teachers; at ten years of age roughly one-third wanted to be teachers and the remainder were divided between being flight attendants and hairdressers. Those working with pre-school children should therefore be as vigilant as primary and secondary school staff regarding the provision of a discrimination-free environment in terms of play, books, materials and resources.

Differences between girls and boys in educational outcomes

Sex stereotyping still has a strong influence on course choices made by pupils: greater numbers of boys take technological and scientific subjects, while girls dominate in English and Modern Languages. Given the present skills shortages in the areas of science, technology and information technology, and the growing importance of language skills, it is important that both girls and boys are encouraged into those areas of future employment.

In addition to different academic outcomes, there are disparities in personal development. Some girls leave school with low self-esteem and low expectations. Many boys, on the other hand, leave school inadequately prepared for the expression of their feelings, for the building of personal relationships and for the acceptance and enjoyment of family responsibilities. Once again, these differences can be addressed by tackling inherent attitudes to gender roles. Only by changing traditional attitudes to 'male' and' female' areas of the curriculum and by making these equally attractive to both sexes, will real equality be achieved.

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