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It explains how girls may still leave school with different skills, qualifications, and labour-market expectations, influenced by wider social factors. It outlines the extent of discrimination, summarizes what the Act requires, provides guidance on making a complaint, and proposes recommendations aimed at moving beyond symbolic 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7NNO1  \n## Sex Discrimination in Schools...And How to Fight It\n\nHarriet Harman  \n\n| WEST GLAMORGAN   |\n| --- |\n| INSTITUTE OF   |\n| NGHER EDUCATION   |\n| LIBRARY   |\n| CLASS NO  \u003Cbr>370 .1934/HAR    |\n| 106980TH   |\n\n24  \nISBN 0901108731-NCCL JUNE1978  \n# Acknowledgements\n\nSpecial thanks to Jo Nesbitt for the cartoon on the cover;and to Anna Cooteand Jean Coussins for their help in preparing the pamphlet.  \nContents  \nIntroduction  \n5  \nForms of Discrimination  \n7  \nTeaching materials and methodsOrganisation8Teachers9Subject choice12Careers education14The Sex Discrimination Act 197517Making a complaint22Recommendations25  \n7  \nhttps://archive.org/details/sexdiscriminatio0000unse_y7w8  \n## Introduction\n\nThe Sex Discrimination Act outlaws discrimination in schools.The  \nGovernment,Local Education Authorities and teachers'unions all pay lipservice to the principle of equal opportunity for girls.Yet girls still leaveschoolequipped with different skills from boys,with qualifications indifferent subjects and with completely different expectations of what theirrole in the labour market will be.  \nEquality in education is vital because equality in later life,particularly atwork,depends on it.But the reality is that discrimination still plays aninsidious role in education.Though the authorities are committed toequality,change in the education system only ever takes place slowly.Andchange in education is particularly difficult to bring about at a time whenteacher-training,school building and resources for schools are being cutback.But though this added difficulty has to be recognised,equality ofopportunity in schools is too important to be ignored or left in cold storageuntil the economy improves.  \nEducation is by no means the only factor which determines boys'andgirls'attitudes and the choices they make when they are at school and onleaving school.Children are influenced by parents,friends,what they read inbooks and comics and see on television.Their class background is also,ofcourse,an extremely significant factor,and one which can either restrict orwiden the horizons of both sexes.But education has a crucial part to play inthe provision ofequal opportunity for girls,as well as equality irrespective ofclass background.It can either broaden children's outlooks or reinforcenarrow expectations.It can either help to give girls new opportunities ormerely enable them to follow traditional paths.  \nUnfortunately the latter picture predominates in British schools today.  \nIn this pamphlet we look briefly at the extent of sex discrimination inschools today.We set out what the Sex Discrimination Act says and how tomake a complaint under the Act.And we put forward proposals for changesneeded to raise those sections of the Act from their present status as a merepublic relations exercise.We do not enter into the arguments about themerits of single-sex or co-education,but assume that the trend towards co-education will continue.Welook only at compulsory schooling and not atfurther and higher education.  \nGirls'education in the past  \nAs soon as the boys can read completely well.…teach them to write afair legible hand,with the grounds of arithmetic to fit them for servicesor apprenticeships.Note the girls learn to read,etc,and generally knittheir stockings and gloves;to make sew,make and mend their cloathes(sic);and several learn to write and some to spin their cloathes.  \n(An account of charity schools in Great Britain and Ireland—Societyfor the Propagation of Christian Knowledge,1711).  \nOriginally,education in Britain was only for boys and it was thought thateducation for girls was not merely unnecessary but positively harmful.  \n(I am looking for)what seems to be the right means of training girls,sothat they may best perform that subordinate part in the world to whichI believe they have been called.  \n(Mis","cbCaifq8lBvBLX5d","https://ap.wps.com/l/cbCaifq8lBvBLX5d","pdf",2197012,"English","# Acknowledgements\n# Introduction\n# Forms of Discrimination\n## Teaching materials and methodsOrganisation\n## Teachers\n## Subject choice\n## Careers education\n## The Sex Discrimination Act 1975\n## Making a complaint\n## Recommendations","[{\"question\":\"What does the pamphlet say the Sex Discrimination Act does for schools?\",\"answer\":\"It states that the Sex Discrimination Act outlaws discrimination in schools and sets an expectation of equal opportunity for girls.\"},{\"question\":\"Why does the pamphlet argue discrimination persists despite official commitments?\",\"answer\":\"It describes discrimination as insidious, noting that change is slow due to pressures such as cuts to teacher training, school building, and resources.\"},{\"question\":\"What actions does the pamphlet recommend for addressing sex discrimination?\",\"answer\":\"It presents proposals for changes, explains what the Act says, and provides instructions for making a complaint, followed by recommendations.\"}]","Sex Discrimination in Schools - How to Fight It | PDF",1790686725,101]