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The Jossey-Bass Reader on Gender in Education


reviewed by Jean A. Patterson — 2003

coverTitle: The Jossey-Bass Reader on Gender in Education
Author(s): Jossey-Bass
Publisher: Jossey-Bass Publishers, San Francisco
ISBN: 0787960748, Pages: 760, Year: 2002
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This volume on gender and education contains a vast collection of articles, essays, and book chapters ranging from reports sponsored by the American Association of University Women (AAUW), to seminal works on gender, to popular best-selling books. It provides multiple, and sometimes-controversial perspectives around an issue that continues to be contested terrain. This anthology includes essays about both males and females, which signals a move away from viewing gender as primarily a girls’ or women’s issue. However, this broader view of gender also complicates matters and raises new concerns about gender equity and backlash, which will be addressed later in this review. The book is comprised of 31 chapters divided into six parts plus an introduction. The introductory section, “The History of Gender Issues in Education,” opens with a poignant and powerful narrative as Bernice R Sandler retells her story of discrimination within the academy and the brave stance she took that provided the impetus for change in higher education resulting in the enactment of Title IX... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 105 Number 7, 2003, p. 1228-1234
http://www.tcrecord.org ID Number: 11085, Date Accessed: 12/16/2017 11:33:58 AM

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About the Author
  • Jean Patterson
    Wichita State University
    E-mail Author
    JEAN A. PATTERSON is an Assistant Professor of Educational Administration in the Department of Administration, Counseling, Educational and School Psychology at Wichita State University, Wichita, Kansas. Her research interests include the study of complex organizations and service delivery systems, educational policy, gender and diversity, and qualitative methodology. Recent publications include the article “Exploring Reform as Symbolism and Expression of Belief,” published in the Spring 2002 issue of Educational Foundations and an article co-authored with Catherine Marshall, “Confounding Policies: Implementing Site-Based Management and Special Education Policy Reforms,” published in the July 2002 issue of Educational Policy. She is currently involved in a research project examining the decline of schools in rural midwestern communities.
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