Molly Warrington
Biographic Data
| ID | 3673565 |
|---|---|
| NAME | Molly Warrington |
| GIVEN NAMES | Molly |
| FAMILY NAME | Warrington |
| SIGNATURE | WARRINGTON M |
| AFFILIATIONS | University of Cambridge |
| VERIFIED | No |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 261 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 9 |
Sometimes it's fun to play with them first’: Girls and boys talking about sexual harassment in Caribbean schools
This paper discusses findings from a qualitative study conducted in four government secondary schools in the Caribbean state of Antigua and Barbuda on students' experiences at school in relation to sexuality. Both girls and boys experienced a range of anxieties and confusions in relation to sexuality, whilst also seeing (hetero)sexual attraction as an exciting part of schooling. Sexual harassment of girls emerged as a widespread and serious (as w…
How we used moral imagination to address ethical and methodological complexities while conducting research with girls in school against the odds in Kenya
This article presents a reflection on the ethical and methodological complexities experienced when conducting research in schools in Kajiado district, Kenya, which sought to understand why some girls were in school in spite of the socio-cultural and economic problems they faced. Three complexities are discussed (positionality and power between the teachers, girls and researchers, confidentiality of girls' information, and researchers personal inv…
It makes more sense to educate a boy”: Girls ‘against the odds’ in Kajiado, Kenya
Life is a tightrope’: Reflections on peer group inclusion and exclusion amongst adolescent girls and boys
Feeling part of one’s peer group is of crucial importance for most middle adolescents. Drawing on empirical research in different schools, this paper explores the components of exclusion in relation to gender, the consequences for those excluded by their peers, and the kinds of strategies engaged in by girls and boys in order to attain peer group acceptance
The gender agenda in primary teacher education in England: Fifteen lost years
The debate in the UK about gender equity and equal opportunities for girls and boys has been ‘captured’, in the last two decades, by an overriding concern with the issue of boys’ apparent under‐achievement. More recently, however, there has been a reaction to essentialist approaches related to ‘boy‐friendly’ pedagogies and strategies, and attempts to return the debate to consider gender relational and gender‐inclusive approaches. This article foc…
Closing the Gender Gap? Issues of gender equity in English secondary schools
Issues of gender equity in English secondary schools over the last decade have been dominated by a concern with the “under-achievement” of boys, implicitly acknowledging the apparent success of strategies developed in schools in previous decades to improve equality of opportunity for girls. This paper presents evidence to challenge this interpretation of the debate, arguing that policy-makers need to engage more centrally with diversity and heter…
Working on the inside: Discourses, dilemmas and decisions
Directing a publicly‐funded project can present a number of challenges to researchers in reconciling their own philosophy with the expectations of their funders. This paper explores those dilemmas in the context of a four‐year project funded by the British Government to explore strategies to raise boys’ achievement. It reflects on the underlying philosophy of the project and outlines our theoretical position, arguing that some focus on performati…
Would Harry and Hermione Have Done Better in Single-Sex Classes? A Review of Single-Sex Teaching in Coeducational Secondary Schools in the United Kingdom
The gender agenda in many North American, Western European, and Australasian countries has undergone a “boy turn” in the past decade amid growing concerns about boys’ apparent “underachievement” relative to girls. One aspect of this turn has been the resurrection of interest in single-sex classes in coeducational public state schools. This article reviews these developments from an international perspective, particularly focusing on the experienc…
Mirage in the Desert? Access to Educational Opportunities in an Area of Social Exclusion
While for British policymakers the route out of social exclusion is paid work through the acquisition of educational qualifications, research shows that academic achievement in areas of social exclusion is often poor. Based on a study undertaken on an inner London council estate, this paper explores the experiences of a group of carers and their children's access to secondary school education. It demonstrates the importance of a geographical focu…
We Decided to Give it a Twirl’: Single-sex teaching in English comprehensive schools
This article reports the recent experiences of single-sex teaching in 31 co-educational English comprehensive schools, often implemented because of the perceived need to raise boys' achievement. Since it was often undertaken on a short-term basis, its effectiveness is difficult to evaluate, although some positive aspects were noted in some schools in terms of raised achievement levels and increased confidence and participation in class. In other …
Fleeing from fear: The changing role of refuges in meeting the needs of women leaving violent partners
Media driven interpretations of fear and risk have failed to notify the general public that the most likely victims of violence are females who are attacked by a male partner. Domestic violence is pervasive throughout virtually all cultures, occurring across all social classes, all ethnic groups, and all age groups. Yet the true extent of domestic violence is generally agreed to be unknown. Domestic violence is a private fear and as is shown with…
Single‐sex Teaching in a Co‐educational Comprehensive School in England: An evaluation based upon students' performance and classroom interactions
This article focuses on single‐sex teaching in co‐educational schools, through a case study of one such school where single‐sex teaching has been the norm since the school was established in the early 1970s. The long‐established nature of this mode of organisation gives scope to discuss the long‐term effectiveness of such single‐sex groupings on students' learning, through an analysis of achievement levels in the school at 16 +, and through a con…
I must get out’: The geographies of domestic violence
The geographies of domestic violence are envisaged in this paper as a series of enlarging, though restricted spaces. Although the social construction of home is as a place of safety and support, in reality it can be a place of violence, where women are spatially restricted either to the home itself, or to its immediate environs. Women who break free and seek safety in a women's refuge, or who move to a new home in a different place, continue to l…
The Other Side of the Gender Gap
In 1990s Britain girls consistently outperform boys in examinations at 16 + . This achievement, however, has taken place in a context where many of the concerns voiced by writers in the 1970s and 1980s have not been resolved. It is argued that there is another side to the so-called 'gender gap': drawing on data from 20 schools in eastern England, it is suggested that girls still feel alienated from traditionally 'male' subjects, that career aspir…
Student Attitudes, Image and the Gender Gap
This article, based on a 3 year study in East Anglian schools, draws on a range of evidence pointing to different attitudes of girls and boys to General Certificate of Secondary Education (GCSE) work. Suggestions are made to account for these differences, with particular emphasis being placed on peer pressure, image and social groupings. Although these are relevant to both sexes, it was found to be more acceptable for girls to work hard and still…
Perspectives on the gender gap in English secondary schools
It has become clear in the 1990s that girls are achieving better results than boys in 16+ examinations in England and Wales. This paper examines some of the dimensions of the debate surrounding this, drawing on new intensive research undertaken in eight mixed selective and comprehensive schools. The methodology used, and the statistical components of the gender gap in these schools, are discussed before moving on to an interpretation of the gap, …
The Gender Gap and Classroom Interactions: Reality and rhetoric
This paper examines the gender gap at GCSE in eight contrasting English secondary schools, and discusses the reality and rhetoric of classroom interactions, focusing on the views of teaching staff, the perspectives of Year 11 students, and observations of teacher-student interactions in the classroom. In an earlier paper (British Journal of Sociology of Education, 17 (3)), the authors examined the extent to which there was less positive teacher-s…
Reflections on a recently completed PhD
This paper reflects upon the process of writing a thesis, from the initial choice of topic through the selection of case studies and organisation of interviews and supporting material, to the data analysis and writing up. It discusses some of the problems which were encountered at each of these stages, emphasising particularly the importance of being aware of the varying relationships between interviewer and subject, of the need to draw upon a ra…
Reflections on a Recently Completed PhD
This paper reflects upon the process of writing a thesis, from the initial choice of topic through the selection of case studies and organisation of interviews and supporting material, to the data analysis and writing up. It discusses some of the problems which were encountered at each of these stages, emphasising particularly the importance of being aware of the varying relationships between interviewer and subject, of the need to draw upon a ra…
Differential Achievement of Girls and Boys at GCSE: Some observations from the perspective of one school
This article focuses on the differential achievements of girb and boys at GCSE over the four years 1991‐94, in the context of one Suffolk comprehensive school, and attempts to analyse, through questionnaire and interview with students, teachers and parents, some of the factors contributing to such differences. Male attitudes and a paramount concern with image emerge as key factors in affecting how boys respond to the academic and authority struct…
Welfare Pluralism or Shadow State? The Provision of Social Housing in the 1990s
Within a context of the restructuring of the welfare state, housing associations have become the main providers of social housing. Welfare pluralists, as well as the government, would see this as a positive change, since housing associations are perceived as voluntary, independent, and small scale, responding to a diversity of local needs. Using data obtained during interviews in four case-study areas, I argue, however, that the rhetoric is not u…
I must get out’: The geographies of domestic violence
The geographies of domestic violence are envisaged in this paper as a series of enlarging, though restricted spaces. Although the social construction of home is as a place of safety and support, in reality it can be a place of violence, where women are spatially restricted either to the home itself, or to its immediate environs. Women who break free and seek safety in a women's refuge, or who move to a new home in a different place, continue to l…
The Other Side of the Gender Gap
In 1990s Britain girls consistently outperform boys in examinations at 16 + . This achievement, however, has taken place in a context where many of the concerns voiced by writers in the 1970s and 1980s have not been resolved. It is argued that there is another side to the so-called 'gender gap': drawing on data from 20 schools in eastern England, it is suggested that girls still feel alienated from traditionally 'male' subjects, that career aspir…
The Gender Gap and Classroom Interactions: Reality and rhetoric
This paper examines the gender gap at GCSE in eight contrasting English secondary schools, and discusses the reality and rhetoric of classroom interactions, focusing on the views of teaching staff, the perspectives of Year 11 students, and observations of teacher-student interactions in the classroom. In an earlier paper (British Journal of Sociology of Education, 17 (3)), the authors examined the extent to which there was less positive teacher-s…
Student Attitudes, Image and the Gender Gap
This article, based on a 3 year study in East Anglian schools, draws on a range of evidence pointing to different attitudes of girls and boys to General Certificate of Secondary Education (GCSE) work. Suggestions are made to account for these differences, with particular emphasis being placed on peer pressure, image and social groupings. Although these are relevant to both sexes, it was found to be more acceptable for girls to work hard and still…
Differential Achievement of Girls and Boys at GCSE: Some observations from the perspective of one school
This article focuses on the differential achievements of girb and boys at GCSE over the four years 1991‐94, in the context of one Suffolk comprehensive school, and attempts to analyse, through questionnaire and interview with students, teachers and parents, some of the factors contributing to such differences. Male attitudes and a paramount concern with image emerge as key factors in affecting how boys respond to the academic and authority struct…
It makes more sense to educate a boy”: Girls ‘against the odds’ in Kajiado, Kenya
Life is a tightrope’: Reflections on peer group inclusion and exclusion amongst adolescent girls and boys
Feeling part of one’s peer group is of crucial importance for most middle adolescents. Drawing on empirical research in different schools, this paper explores the components of exclusion in relation to gender, the consequences for those excluded by their peers, and the kinds of strategies engaged in by girls and boys in order to attain peer group acceptance
Mirage in the Desert? Access to Educational Opportunities in an Area of Social Exclusion
While for British policymakers the route out of social exclusion is paid work through the acquisition of educational qualifications, research shows that academic achievement in areas of social exclusion is often poor. Based on a study undertaken on an inner London council estate, this paper explores the experiences of a group of carers and their children's access to secondary school education. It demonstrates the importance of a geographical focu…
Perspectives on the gender gap in English secondary schools
It has become clear in the 1990s that girls are achieving better results than boys in 16+ examinations in England and Wales. This paper examines some of the dimensions of the debate surrounding this, drawing on new intensive research undertaken in eight mixed selective and comprehensive schools. The methodology used, and the statistical components of the gender gap in these schools, are discussed before moving on to an interpretation of the gap, …
We Decided to Give it a Twirl’: Single-sex teaching in English comprehensive schools
This article reports the recent experiences of single-sex teaching in 31 co-educational English comprehensive schools, often implemented because of the perceived need to raise boys' achievement. Since it was often undertaken on a short-term basis, its effectiveness is difficult to evaluate, although some positive aspects were noted in some schools in terms of raised achievement levels and increased confidence and participation in class. In other …
Welfare Pluralism or Shadow State? The Provision of Social Housing in the 1990s
Within a context of the restructuring of the welfare state, housing associations have become the main providers of social housing. Welfare pluralists, as well as the government, would see this as a positive change, since housing associations are perceived as voluntary, independent, and small scale, responding to a diversity of local needs. Using data obtained during interviews in four case-study areas, I argue, however, that the rhetoric is not u…
Would Harry and Hermione Have Done Better in Single-Sex Classes? A Review of Single-Sex Teaching in Coeducational Secondary Schools in the United Kingdom
The gender agenda in many North American, Western European, and Australasian countries has undergone a “boy turn” in the past decade amid growing concerns about boys’ apparent “underachievement” relative to girls. One aspect of this turn has been the resurrection of interest in single-sex classes in coeducational public state schools. This article reviews these developments from an international perspective, particularly focusing on the experienc…
Single‐sex Teaching in a Co‐educational Comprehensive School in England: An evaluation based upon students' performance and classroom interactions
This article focuses on single‐sex teaching in co‐educational schools, through a case study of one such school where single‐sex teaching has been the norm since the school was established in the early 1970s. The long‐established nature of this mode of organisation gives scope to discuss the long‐term effectiveness of such single‐sex groupings on students' learning, through an analysis of achievement levels in the school at 16 +, and through a con…
How we used moral imagination to address ethical and methodological complexities while conducting research with girls in school against the odds in Kenya
This article presents a reflection on the ethical and methodological complexities experienced when conducting research in schools in Kajiado district, Kenya, which sought to understand why some girls were in school in spite of the socio-cultural and economic problems they faced. Three complexities are discussed (positionality and power between the teachers, girls and researchers, confidentiality of girls' information, and researchers personal inv…
Closing the Gender Gap? Issues of gender equity in English secondary schools
Issues of gender equity in English secondary schools over the last decade have been dominated by a concern with the “under-achievement” of boys, implicitly acknowledging the apparent success of strategies developed in schools in previous decades to improve equality of opportunity for girls. This paper presents evidence to challenge this interpretation of the debate, arguing that policy-makers need to engage more centrally with diversity and heter…
Working on the inside: Discourses, dilemmas and decisions
Directing a publicly‐funded project can present a number of challenges to researchers in reconciling their own philosophy with the expectations of their funders. This paper explores those dilemmas in the context of a four‐year project funded by the British Government to explore strategies to raise boys’ achievement. It reflects on the underlying philosophy of the project and outlines our theoretical position, arguing that some focus on performati…
Reflections on a recently completed PhD
This paper reflects upon the process of writing a thesis, from the initial choice of topic through the selection of case studies and organisation of interviews and supporting material, to the data analysis and writing up. It discusses some of the problems which were encountered at each of these stages, emphasising particularly the importance of being aware of the varying relationships between interviewer and subject, of the need to draw upon a ra…
Fleeing from fear: The changing role of refuges in meeting the needs of women leaving violent partners
Media driven interpretations of fear and risk have failed to notify the general public that the most likely victims of violence are females who are attacked by a male partner. Domestic violence is pervasive throughout virtually all cultures, occurring across all social classes, all ethnic groups, and all age groups. Yet the true extent of domestic violence is generally agreed to be unknown. Domestic violence is a private fear and as is shown with…
The gender agenda in primary teacher education in England: Fifteen lost years
The debate in the UK about gender equity and equal opportunities for girls and boys has been ‘captured’, in the last two decades, by an overriding concern with the issue of boys’ apparent under‐achievement. More recently, however, there has been a reaction to essentialist approaches related to ‘boy‐friendly’ pedagogies and strategies, and attempts to return the debate to consider gender relational and gender‐inclusive approaches. This article foc…
Welfare Pluralism or Shadow State? The Provision of Social Housing in the 1990s
Within a context of the restructuring of the welfare state, housing associations have become the main providers of social housing. Welfare pluralists, as well as the government, would see this as a positive change, since housing associations are perceived as voluntary, independent, and small scale, responding to a diversity of local needs. Using data obtained during interviews in four case-study areas, I argue, however, that the rhetoric is not u…
Differential Achievement of Girls and Boys at GCSE: Some observations from the perspective of one school
This article focuses on the differential achievements of girb and boys at GCSE over the four years 1991‐94, in the context of one Suffolk comprehensive school, and attempts to analyse, through questionnaire and interview with students, teachers and parents, some of the factors contributing to such differences. Male attitudes and a paramount concern with image emerge as key factors in affecting how boys respond to the academic and authority struct…
Reflections on a recently completed PhD
This paper reflects upon the process of writing a thesis, from the initial choice of topic through the selection of case studies and organisation of interviews and supporting material, to the data analysis and writing up. It discusses some of the problems which were encountered at each of these stages, emphasising particularly the importance of being aware of the varying relationships between interviewer and subject, of the need to draw upon a ra…
Reflections on a Recently Completed PhD
This paper reflects upon the process of writing a thesis, from the initial choice of topic through the selection of case studies and organisation of interviews and supporting material, to the data analysis and writing up. It discusses some of the problems which were encountered at each of these stages, emphasising particularly the importance of being aware of the varying relationships between interviewer and subject, of the need to draw upon a ra…
Perspectives on the gender gap in English secondary schools
It has become clear in the 1990s that girls are achieving better results than boys in 16+ examinations in England and Wales. This paper examines some of the dimensions of the debate surrounding this, drawing on new intensive research undertaken in eight mixed selective and comprehensive schools. The methodology used, and the statistical components of the gender gap in these schools, are discussed before moving on to an interpretation of the gap, …
The Gender Gap and Classroom Interactions: Reality and rhetoric
This paper examines the gender gap at GCSE in eight contrasting English secondary schools, and discusses the reality and rhetoric of classroom interactions, focusing on the views of teaching staff, the perspectives of Year 11 students, and observations of teacher-student interactions in the classroom. In an earlier paper (British Journal of Sociology of Education, 17 (3)), the authors examined the extent to which there was less positive teacher-s…
The Other Side of the Gender Gap
In 1990s Britain girls consistently outperform boys in examinations at 16 + . This achievement, however, has taken place in a context where many of the concerns voiced by writers in the 1970s and 1980s have not been resolved. It is argued that there is another side to the so-called 'gender gap': drawing on data from 20 schools in eastern England, it is suggested that girls still feel alienated from traditionally 'male' subjects, that career aspir…
Student Attitudes, Image and the Gender Gap
This article, based on a 3 year study in East Anglian schools, draws on a range of evidence pointing to different attitudes of girls and boys to General Certificate of Secondary Education (GCSE) work. Suggestions are made to account for these differences, with particular emphasis being placed on peer pressure, image and social groupings. Although these are relevant to both sexes, it was found to be more acceptable for girls to work hard and still…
I must get out’: The geographies of domestic violence
The geographies of domestic violence are envisaged in this paper as a series of enlarging, though restricted spaces. Although the social construction of home is as a place of safety and support, in reality it can be a place of violence, where women are spatially restricted either to the home itself, or to its immediate environs. Women who break free and seek safety in a women's refuge, or who move to a new home in a different place, continue to l…
Single‐sex Teaching in a Co‐educational Comprehensive School in England: An evaluation based upon students' performance and classroom interactions
This article focuses on single‐sex teaching in co‐educational schools, through a case study of one such school where single‐sex teaching has been the norm since the school was established in the early 1970s. The long‐established nature of this mode of organisation gives scope to discuss the long‐term effectiveness of such single‐sex groupings on students' learning, through an analysis of achievement levels in the school at 16 +, and through a con…
We Decided to Give it a Twirl’: Single-sex teaching in English comprehensive schools
This article reports the recent experiences of single-sex teaching in 31 co-educational English comprehensive schools, often implemented because of the perceived need to raise boys' achievement. Since it was often undertaken on a short-term basis, its effectiveness is difficult to evaluate, although some positive aspects were noted in some schools in terms of raised achievement levels and increased confidence and participation in class. In other …
Fleeing from fear: The changing role of refuges in meeting the needs of women leaving violent partners
Media driven interpretations of fear and risk have failed to notify the general public that the most likely victims of violence are females who are attacked by a male partner. Domestic violence is pervasive throughout virtually all cultures, occurring across all social classes, all ethnic groups, and all age groups. Yet the true extent of domestic violence is generally agreed to be unknown. Domestic violence is a private fear and as is shown with…
Mirage in the Desert? Access to Educational Opportunities in an Area of Social Exclusion
While for British policymakers the route out of social exclusion is paid work through the acquisition of educational qualifications, research shows that academic achievement in areas of social exclusion is often poor. Based on a study undertaken on an inner London council estate, this paper explores the experiences of a group of carers and their children's access to secondary school education. It demonstrates the importance of a geographical focu…
Working on the inside: Discourses, dilemmas and decisions
Directing a publicly‐funded project can present a number of challenges to researchers in reconciling their own philosophy with the expectations of their funders. This paper explores those dilemmas in the context of a four‐year project funded by the British Government to explore strategies to raise boys’ achievement. It reflects on the underlying philosophy of the project and outlines our theoretical position, arguing that some focus on performati…
Would Harry and Hermione Have Done Better in Single-Sex Classes? A Review of Single-Sex Teaching in Coeducational Secondary Schools in the United Kingdom
The gender agenda in many North American, Western European, and Australasian countries has undergone a “boy turn” in the past decade amid growing concerns about boys’ apparent “underachievement” relative to girls. One aspect of this turn has been the resurrection of interest in single-sex classes in coeducational public state schools. This article reviews these developments from an international perspective, particularly focusing on the experienc…
Closing the Gender Gap? Issues of gender equity in English secondary schools
Issues of gender equity in English secondary schools over the last decade have been dominated by a concern with the “under-achievement” of boys, implicitly acknowledging the apparent success of strategies developed in schools in previous decades to improve equality of opportunity for girls. This paper presents evidence to challenge this interpretation of the debate, arguing that policy-makers need to engage more centrally with diversity and heter…
The gender agenda in primary teacher education in England: Fifteen lost years
The debate in the UK about gender equity and equal opportunities for girls and boys has been ‘captured’, in the last two decades, by an overriding concern with the issue of boys’ apparent under‐achievement. More recently, however, there has been a reaction to essentialist approaches related to ‘boy‐friendly’ pedagogies and strategies, and attempts to return the debate to consider gender relational and gender‐inclusive approaches. This article foc…
Life is a tightrope’: Reflections on peer group inclusion and exclusion amongst adolescent girls and boys
Feeling part of one’s peer group is of crucial importance for most middle adolescents. Drawing on empirical research in different schools, this paper explores the components of exclusion in relation to gender, the consequences for those excluded by their peers, and the kinds of strategies engaged in by girls and boys in order to attain peer group acceptance
It makes more sense to educate a boy”: Girls ‘against the odds’ in Kajiado, Kenya
Sometimes it's fun to play with them first’: Girls and boys talking about sexual harassment in Caribbean schools
This paper discusses findings from a qualitative study conducted in four government secondary schools in the Caribbean state of Antigua and Barbuda on students' experiences at school in relation to sexuality. Both girls and boys experienced a range of anxieties and confusions in relation to sexuality, whilst also seeing (hetero)sexual attraction as an exciting part of schooling. Sexual harassment of girls emerged as a widespread and serious (as w…
How we used moral imagination to address ethical and methodological complexities while conducting research with girls in school against the odds in Kenya
This article presents a reflection on the ethical and methodological complexities experienced when conducting research in schools in Kajiado district, Kenya, which sought to understand why some girls were in school in spite of the socio-cultural and economic problems they faced. Three complexities are discussed (positionality and power between the teachers, girls and researchers, confidentiality of girls' information, and researchers personal inv…
Sociology (19 works) · Psychology (18 works) · Gender Roles and Identity Studies (12 works) · Gender Studies (12 works) · Pedagogy (12 works) · Political science (11 works) · Mathematics education (10 works) · Early Childhood Education and Development (9 works) · Gender Studies (9 works) · Social Psychology (7 works)