Anna Halsall
Biographic Data
| ID | 4273202 |
|---|---|
| NAME | Anna Halsall |
| GIVEN NAMES | Anna |
| FAMILY NAME | Halsall |
| SIGNATURE | HALSALL A |
| AFFILIATIONS | London Metropolitan University |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 106 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2008 |
| H-INDEX | 4 |
Equal Opportunities Policies in English Schools: Towards Greater Gender Equality in the Teaching Workforce
The under‐representation of women in promoted posts is one particular pattern of occupational segregation by gender across post‐industrial societies. This phenomenon also characterizes those professions which have been described as ‘women‐friendly’, such as teaching. The development of national and European legislation and recommendations on equal opportunities reflects this concern to address the gender imbalance among the workforce. But do scho…
Making sense of the glass ceiling in schools: An exploration of women teachers’ discourses
There is extensive evidence of a ‘glass ceiling’ for women across the labour market. Though schools have widely been described as ‘feminized’ work environments, the under‐representation of women at school management level is well established. Based on a study of women teachers’ careers and promotion in the English school sector (in early years, primary and secondary schools), this paper draws on a critical discourse analysis of 44 individual inte…
Inner‐city femininities and education: ‘Race’, Class, Gender and Schooling in Young Women’s Lives
This paper considers how urban, ethnically diverse working class girls’ constructions of femininities mediate and shape their dis/engagement with education and schooling. We discuss how girls generated a sense of identity value/worth through practices such as ‘speaking my mind’—which prioritized notions of agency and visibility and resisted the symbolic violences associated with living social inequality. However, we argue that this strategy was i…
Class, gender, (hetero)sexuality and schooling: Paradoxes within working‐class girls’ engagement with education and post‐16 aspirations
This paper discusses the ways in which inner-city, ethnically diverse, working-class girls' constructions of hetero-femininities mediate and shape their dis/engagement with education and schooling. Drawing on data from a study conducted with 89 urban, working-class young people in London, attention is drawn to three main ways through which young women used heterosexual femininities to construct capital and generate identity value and worth; namel…
University's not for Me - I'm a Nike Person: Urban, Working-Class Young People's Negotiations of 'Style', Identity and Educational Engagement
This ar ticle explores how urban working-class young people's performances of embodied identities - as enacted through practices of 'taste' and style - are played out within the educational field.The ar ticle considers how such practices may contribute to shaping young people's post-16 'choices' and their views of higher education as 'not for me'. Drawing on data from longitudinal tracking inter views with 53 individual young people and discussio…
A Survey of the Values of Christian-Affiliated Girls in the UK
This paper explores the values of girls who affiliate themselves with Christianity, in comparison with the values of girls of no religious affiliation, in the context of the ongoing debate regarding the social significance of religious affiliation. The values of 9,447 Christian-affiliated girls, and 7,185 girls of no religious affiliation are explored over the six value areas of: myself; my worries; school; religion and society; moral issues; and…
University's not for Me - I'm a Nike Person: Urban, Working-Class Young People's Negotiations of 'Style', Identity and Educational Engagement
This ar ticle explores how urban working-class young people's performances of embodied identities - as enacted through practices of 'taste' and style - are played out within the educational field.The ar ticle considers how such practices may contribute to shaping young people's post-16 'choices' and their views of higher education as 'not for me'. Drawing on data from longitudinal tracking inter views with 53 individual young people and discussio…
Inner‐city femininities and education: ‘Race’, Class, Gender and Schooling in Young Women’s Lives
This paper considers how urban, ethnically diverse working class girls’ constructions of femininities mediate and shape their dis/engagement with education and schooling. We discuss how girls generated a sense of identity value/worth through practices such as ‘speaking my mind’—which prioritized notions of agency and visibility and resisted the symbolic violences associated with living social inequality. However, we argue that this strategy was i…
Class, gender, (hetero)sexuality and schooling: Paradoxes within working‐class girls’ engagement with education and post‐16 aspirations
This paper discusses the ways in which inner-city, ethnically diverse, working-class girls' constructions of hetero-femininities mediate and shape their dis/engagement with education and schooling. Drawing on data from a study conducted with 89 urban, working-class young people in London, attention is drawn to three main ways through which young women used heterosexual femininities to construct capital and generate identity value and worth; namel…
Making sense of the glass ceiling in schools: An exploration of women teachers’ discourses
There is extensive evidence of a ‘glass ceiling’ for women across the labour market. Though schools have widely been described as ‘feminized’ work environments, the under‐representation of women at school management level is well established. Based on a study of women teachers’ careers and promotion in the English school sector (in early years, primary and secondary schools), this paper draws on a critical discourse analysis of 44 individual inte…
Equal Opportunities Policies in English Schools: Towards Greater Gender Equality in the Teaching Workforce
The under‐representation of women in promoted posts is one particular pattern of occupational segregation by gender across post‐industrial societies. This phenomenon also characterizes those professions which have been described as ‘women‐friendly’, such as teaching. The development of national and European legislation and recommendations on equal opportunities reflects this concern to address the gender imbalance among the workforce. But do scho…
A Survey of the Values of Christian-Affiliated Girls in the UK
This paper explores the values of girls who affiliate themselves with Christianity, in comparison with the values of girls of no religious affiliation, in the context of the ongoing debate regarding the social significance of religious affiliation. The values of 9,447 Christian-affiliated girls, and 7,185 girls of no religious affiliation are explored over the six value areas of: myself; my worries; school; religion and society; moral issues; and…
Making sense of the glass ceiling in schools: An exploration of women teachers’ discourses
There is extensive evidence of a ‘glass ceiling’ for women across the labour market. Though schools have widely been described as ‘feminized’ work environments, the under‐representation of women at school management level is well established. Based on a study of women teachers’ careers and promotion in the English school sector (in early years, primary and secondary schools), this paper draws on a critical discourse analysis of 44 individual inte…
Inner‐city femininities and education: ‘Race’, Class, Gender and Schooling in Young Women’s Lives
This paper considers how urban, ethnically diverse working class girls’ constructions of femininities mediate and shape their dis/engagement with education and schooling. We discuss how girls generated a sense of identity value/worth through practices such as ‘speaking my mind’—which prioritized notions of agency and visibility and resisted the symbolic violences associated with living social inequality. However, we argue that this strategy was i…
Class, gender, (hetero)sexuality and schooling: Paradoxes within working‐class girls’ engagement with education and post‐16 aspirations
This paper discusses the ways in which inner-city, ethnically diverse, working-class girls' constructions of hetero-femininities mediate and shape their dis/engagement with education and schooling. Drawing on data from a study conducted with 89 urban, working-class young people in London, attention is drawn to three main ways through which young women used heterosexual femininities to construct capital and generate identity value and worth; namel…
University's not for Me - I'm a Nike Person: Urban, Working-Class Young People's Negotiations of 'Style', Identity and Educational Engagement
This ar ticle explores how urban working-class young people's performances of embodied identities - as enacted through practices of 'taste' and style - are played out within the educational field.The ar ticle considers how such practices may contribute to shaping young people's post-16 'choices' and their views of higher education as 'not for me'. Drawing on data from longitudinal tracking inter views with 53 individual young people and discussio…
Equal Opportunities Policies in English Schools: Towards Greater Gender Equality in the Teaching Workforce
The under‐representation of women in promoted posts is one particular pattern of occupational segregation by gender across post‐industrial societies. This phenomenon also characterizes those professions which have been described as ‘women‐friendly’, such as teaching. The development of national and European legislation and recommendations on equal opportunities reflects this concern to address the gender imbalance among the workforce. But do scho…
Gender Studies (6 works) · Sociology (6 works) · Political science (5 works) · Gender Roles and Identity Studies (4 works) · Gender Studies (4 works) · Politics (3 works) · Class (philosophy (2 works) · Gender Diversity and Inequality (2 works) · Law (2 works) · Psychology (2 works)