1. A Reconsideration of the “New Gender Gap” in Civic Education and the Implications for Classrooms Kerry J Kennedy The Hong Kong Institute of Education “Making the Numbers Dance” Key Note Address delivered at Challenges and Possibilities in Gender Equity Education: The Second International Conference in the Asia Pacific, Hong Kong, 22-24 June 2006

2. Purposes Review a range of literature related to gender in civic and citizenship education, including my own work in this area. Review a range of literature related to gender in civic and citizenship education, including my own work in this area. Explore what it means when “ gender differences ” have been identified in young people ’ s civic attitudes. Explore what it means when “ gender differences ” have been identified in young people ’ s civic attitudes. Assess the implications of gender differences in civic attitudes for classroom practice. Assess the implications of gender differences in civic attitudes for classroom practice. Demonstrate how quantitative research, in the form of an international survey, can be used to address qualitative questions. In an important sense I would like to rehabilitate quantitative research because I think it doesn ’ t always get a fair hearing these days: thus the title of this paper, “ making the numbers dance ”. Demonstrate how quantitative research, in the form of an international survey, can be used to address qualitative questions. In an important sense I would like to rehabilitate quantitative research because I think it doesn ’ t always get a fair hearing these days: thus the title of this paper, “ making the numbers dance ”.

3. Gender Issues in Civics and Citizenship Education ‘the old gender gap’ ‘the old gender gap’ … traditionally associated with the differences in civic knowledge between boys and girls …. … traditionally associated with the differences in civic knowledge between boys and girls …. ‘the new gender gap’ related to students ’ civic attitudes... female students appear to have more positive attitudes to minorities than do males

4. Secondary analysis of IEA Civic Education Data Original work was done on student attitudes to women and immigrants as part of the IEA Civic Education Study Original work was done on student attitudes to women and immigrants as part of the IEA Civic Education Study I extended that work by examining attitudes to ethnic minorities and anti-democratic groups I extended that work by examining attitudes to ethnic minorities and anti-democratic groups Overall, students were supportive of extending rights to Ethnic Minorities. Similar to the other scales, there were also gender differences.. Across all participating countries, there were statistically significant differences between girls and boys, with girls being more supportive of the extension of rights than boys Overall, students were supportive of extending rights to Ethnic Minorities. Similar to the other scales, there were also gender differences.. Across all participating countries, there were statistically significant differences between girls and boys, with girls being more supportive of the extension of rights than boys

5. Secondary analysis of IEA Civic Education Data The results for the Attitudes to Anti-Democratic Groups ’ (ADGR) scale were different in one very significant way but similar in another way The results for the Attitudes to Anti-Democratic Groups ’ (ADGR) scale were different in one very significant way but similar in another way Many students, both boys and girls, found it difficult to extend rights to anti-democratic groups. The mean scores for all items on this scale were the lowest for any of the attitudinal items for both boys and girls … Many students, both boys and girls, found it difficult to extend rights to anti-democratic groups. The mean scores for all items on this scale were the lowest for any of the attitudinal items for both boys and girls … While girls were more inclined to extend rights to anti- democratic groups than boys, they were not as supportive of these groups as they were of ethnic minorities, women or immigrants. While girls were more inclined to extend rights to anti- democratic groups than boys, they were not as supportive of these groups as they were of ethnic minorities, women or immigrants.

6. Gender differences tolerance/intolerance I have suggested that the gender differences demonstrated on the IEA attitudinal scales may represent and underling construct that could be labeled “tolerance”. I have suggested that the gender differences demonstrated on the IEA attitudinal scales may represent and underling construct that could be labeled “tolerance”. In certain contexts, both boys and girls can be seen to be tolerant – e.g. in relation to women, immigrants and ethnic minorities but in other circumstances e.g. in relation to anti-democratic groups, both boys and girls can be shown to be intolerant. In certain contexts, both boys and girls can be seen to be tolerant – e.g. in relation to women, immigrants and ethnic minorities but in other circumstances e.g. in relation to anti-democratic groups, both boys and girls can be shown to be intolerant. students are capable of differentiating between different groups to whom they are willing to extend rights …. students are capable of differentiating between different groups to whom they are willing to extend rights ….

7. What Do these Gender Differences Mean? At one level, the identification of statistically significant gender differences in student attitudes to minority groups simply means that there is some certainty, within prescribed confidence levels, that this result is not random. At one level, the identification of statistically significant gender differences in student attitudes to minority groups simply means that there is some certainty, within prescribed confidence levels, that this result is not random. What is the substance of these differences? What is the substance of these differences?

8. MINOR: Attitudes toward Opportunities for Ethnic Minorities G2All ethnic [racial or national] groups should have equal chances to get a good education in this country. G5All ethnic [racial or national] groups should have equal chances to get good jobs in this country. G8Schools should teach students to respect members of all ethnic [racial or national ]groups. G12Members of all ethnic [racial or national] groups should be encouraged to run in elections for political office. ADGR: Attitudes toward Political Rights for Anti-Democratic Groups G3Members of anti-democratic groups [groups that are against democracy] should be prohibited from hosting a television show talking about these [their] ideas. G7Members of anti-democratic groups [groups that are against democracy] should be prohibited from organizing peaceful [non-violent] demonstrations or rallies. G10Members of anti-democratic groups [groups that are against democracy] should be prohibited from running in an election for political office. G14Members of anti-democratic groups [groups that are against democracy] should be prohibited from making public speeches about these [their] ideas. Notes: Categories-strongly disagree, disagree, agree, strongly agree.

9. SCALESItems Item Means SDs Attitudes toward Political Rights for Anti-Democratic Groups (ADGR) G3 2.57 2.57.86.72 G7 2.75 2.75.83 G10 2.55 2.55.88 G14 2.70 2.70.85 Scale2.64 Attitudes toward Opportunities for Ethnic Minorities (MINOR) G23.28.73.74 G53.23.75 G83.19.81 G122.86.82 Scale3.14 Item Means, Scale Means, Standard Deviations and Internal Consistency for Scales

10. Gender Differences: ADGR Descriptive Statistics ItemMean (SD) Frequencies by Gender (%) MFSAADSD MFMFMFMF Anti-democratic groups [3] should be prohibited from hosting a TV show talking about these (their) ideas 2.50 (.91) 2.63 (.80) 1610322639541410 Anti-democratic groups should be prohibited from organizing peaceful [non- violent] demonstrations or rallies 2.70 (.89) 2.78 (.78) 106282743521816 Anti-democratic groups should be prohibited from running in an election for political office 2.49 (.93) 2.61 (.83) 1610333237451413 Anti-democratic groups should be prohibited from making public speeches about these[their]ideas 2.60 (.90) 2.77 (.78) 136282543531615 Average148302841511614

11. Gender Differences: MINOR Descriptive Statistics ItemMean (SD) Frequencies by Gender (%) MFSAADSD MFMFMFMF All ethnic [racial or national] groups should have equal chances to get a good education in this country. 3.22 (.74) 3.40 (.64) 374751479431 All ethnic [racial or national] groups should have equal chances to get good jobs in this country 3.15 (.77) 3.36 (.66) 3645504810642 Schools should teach students to respect members of all ethnic [racial or national] groups 3.11 (.84) 3.33 (.72) 3745464512752 Members of all ethnic [racial or national] groups should be encouraged to run in elections for political office. 2.79 (.85) 2.96 (.76) 20 4956221884 Average333949 13952

12. MINOR F 3.40 (.64) 3.36 (.66) 3.33 (.72) 2.96 (.76) ADGR F 2.63 (.80) 2.78 (.78) 2.61 (.83) 2.77 (.78) It was easier for girls to extend rights to ethnic minorities than to anti-democratic groups 3.40 3.36 3.33 2.96 2.77 2.78 2.63 2.61

13. Implications for Practice Teachers need to have a basic awareness that boys and girls may respond differently to issues of diversity and difference in their society. Based on the evidence used in this paper, they can assume that the majority of both boys and girls are more than willing to extend rights to certain groups such as women, immigrants and ethnic minorities ’ but that a minority of students are not. This minority is more likely to contain boys, but it also contains a small number of girls Teachers need to have a basic awareness that boys and girls may respond differently to issues of diversity and difference in their society. Based on the evidence used in this paper, they can assume that the majority of both boys and girls are more than willing to extend rights to certain groups such as women, immigrants and ethnic minorities ’ but that a minority of students are not. This minority is more likely to contain boys, but it also contains a small number of girls

14. Implications for Practice Given that a minority of students will have negative attitudes, ….additional thought needs to be given to differentiated curriculum and assessment to meet the special needs of these students. Given that a minority of students will have negative attitudes, ….additional thought needs to be given to differentiated curriculum and assessment to meet the special needs of these students.

15. Implications for Practice All forms of intolerance need to be opposed in schools, since intolerance can reinforce negative attitudes. Bullying can be directly confronted and steps can be taken to protect students from domestic violence … schools cannot always solve theses problems, but they should not exacerbate them All forms of intolerance need to be opposed in schools, since intolerance can reinforce negative attitudes. Bullying can be directly confronted and steps can be taken to protect students from domestic violence … schools cannot always solve theses problems, but they should not exacerbate them

16. Implications for Practice At the programme level, it seems important that teacher education programmes adopt an explicit multicultural dimension so that tolerance rather than intolerance becomes a core value …. At the programme level, it seems important that teacher education programmes adopt an explicit multicultural dimension so that tolerance rather than intolerance becomes a core value ….

17. Implications for Practice More needs to be known about how these attitudes develop, what kinds of policies are needed to meet the special needs of students with such attitudes and what kind of curriculum and teaching will be the most useful to address the problem. More needs to be known about how these attitudes develop, what kinds of policies are needed to meet the special needs of students with such attitudes and what kind of curriculum and teaching will be the most useful to address the problem.

18. Thank you ! Thank you !