This book explores gender stereotyping and gender inequalities in secondary education in England, Hungary and Italy. The authors highlight the importance of addressing student and teacher attitudes if long-term changes in mindset are desired, as well as the underlying stereotypes that persist and linger in these educational contexts. Promoting a whole-school culture change approach, this book explores views of gender stereotypes from teachers and students concerning subject and career choices, as well as collaborative work with teachers, experts and NGOs in implementing and evaluating gender equality charters. Drawing on extensive research, this book employs an intersectional and cross-country approach: while the authors acknowledge the challenges and opportunities of researching gender equality frameworks across different countries, ultimately these link to the UN Sustainable Development goal of gender equality.

Examines gender stereotypes and gender inequalities in a range of global contexts Explores views from both students and teachers Advocates for a whole school approach using intersectional and cross-country analyses

Autorentext

Maria Tsouroufli is a Professor of Education at Brunel University London, UK. Her research explores the interface of gender with professional identities and policy implementation in secondary, higher and medical education in European countries. 
****Dorottya Rédai is an independent scholar in gender and education. She has worked as a researcher and trainer at various international projects in gender and education at the Central European University and ELTE University, Hungary. She also works as an activist, a trainer and education specialist in Hungarian NGOs working with issues of gender and sexualities. 

Inhalt
Chapter 1. A Whole-School Approach to Gender Equality: Rationale and Country Contexts; Helen Griffin, Dorottya Rédai and Valentina Guerrini.- Chapter 2. Developing Gender Equality Charter Marks in England, Hungary and Italy working with schools; Clive Belgeonne, Viktória Mihalkó, Balázs Nagy, Dorottya Rédai and Areta Sobieraj.- Chapter 3. Research methodology; Maria Tsouroufli, Dorottya Rédai and Valentina Guerrini.- Chapter 4. Gendered ideas and practices in secondary schools in England; Maria Tsouroufli.- Chapter 5. Post-socialist gender regimes and controversial ideas about gender equality in Hungarian schools; Dorottya Rédai and Ráhel Katalin Turai.- Chapter 6. Gendered and Racialized Regimes in Italian Secondary Schools; Valentina Guerrini and Maria Tsouroufli.- Chapter 7. Teachers' and students' views on the implementation of GECM in England, Hungary and Italy; Maria Tsouroufli, Dorottya Rédai and Valentina Guerrini.- Chapter 8. Whole-school approaches for promoting gender equality in secondary schools in England, Hungary and Italy: Reflections and conclusions; Maria Tsouroufli and Dorottya Rédai.