Letter to the
editor In a recent edition of IE an extensive article on women working in boys schools was published. The IEU received the following Letter to the Editor with name, address and school supplied. The writer asked to remain anonymous. We publish it here in the interests of continuing discussion on this important issue – Editors. Why should the culture of a school change? For women working in boys’ schools and the rise in the #metoo movement, change is necessary. Our students in all-boys schools have to learn how to work in a society that is gender balanced and diverse. Women will be supervisors, bosses and CEOs. Learning how to respect the female teacher, administrative and support staff of a school will impact how successfully our boys will navigate their way in the world once they pass through the school gates for the last time. Some people might have been upset to see the article presented about women working in boys schools, but from first-hand experience it is time that many of the points raised in the article were aired. We need good men to speak up and support the many inconsistencies presented. We are presented with PD at the beginning of the year explaining the need for consistency in approach to uniform, behaviour, learning behaviours, speaking respectfully to students and within a blink of an eye inconsistencies are evident with many allowing the behaviours to slip and if, as a woman, you raise it you’re viewed as a nagging and complaining woman. We either have standards or we don’t. If a female teacher is reasonably requesting that a student adjust a behaviour, they don’t need a male teacher to intervene, saying “they’ll handle it from here”. We need our boys to see that all people should be respected, rules have been put in place, usually by the
Women working in boys schools and schools with male dominated cultures:
Are we ready for our #metoo moment? Why do we think of these The public behaviour this is happening? in gender a assumptions While improvements particular boys has prompted culture • Unchallenged gender changes in people with equity are slowly making general, questioning of the continuing • Tendency to favour in ce/ in many boys workplaces and society of inequality and sexism the same background/experien are continuing onal schools our education unions schools and co-educati style as the male executive the to tackle culture, and an staff in to work with members with a very masculine • Too many senior male to which still done be cultures mates with male dominated examination of what can school want to be liked, IEU Victoria having exist in many schools change this. the boys and aren’t above Therese with at a female Tasmania Branch Officers, The IEU has been working boys’ a laugh with the boys Clayton have on and co-educati in expense O’Loughlin and Marit members teacher’s for gender they are behaviour specific responsibility schools to examine what • Desensitisation to the training think this is and equity issues, including experiencing, why they • Old boy culture’ ent. Here they are the barriers to tect/defend and policy developm happening, and what • Parents enable/pro areas and teachers outline the key problem build changing culture. • Disconnect between are can team point to ways schools Below are issues our members and leadership. Leadership unsupportive gender equality. talking about: are often unaware or inequality and of sexism Issues of of the needs and concerns of in in society are at the forefront What our members workinging teachers to make our societal discussions about how boys schools are experienc to it • School reflects broader for more are men boys school – get used a that workplaces safe and respectful It’s • attitudes by the in to for everyone. A recent survey • Male colleagues stepping powerful and often excused Commission thinking Australian Human Rights sort out the ‘issue’ and things women and favour females on revealed that two in five they are doing you a • We now have more experienced in leadership Year Level one in four men have • There are no women exec but five out of six in the the workplace. so there is sexual harassment in • Male voices being heard Coordinators are male issue’, it is overlooked e on all This is not a ‘women’s school – female voices a very masculine perspectiv by mumsy driven is and nagging, are issue we a societal • Boys feel behaviour issues Education is with a pencil on these issues underlying inequality. • A boy lifted my skirt • A lack of leadership change and ces a key factor in initiating when I was helping another him. and insufficient consequen g of to of misogyny this has prompted a questionin student and had my back • An ingrained culture and sexism in of women the culture of inequality and underlying hatred co-educational in these work staff many boys’ schools and The issues women face in a very military based culture. thing schools with a very masculine College, environments arise from leadership • Sport is the most importantas much. Kevin’s St ago practices, Less than a year culture, appointment and the rest doesn’t matter in Melbourne, s with students, with staff, a Catholic boys school interaction public culture very where these was at the centre of some with parents and the underlying It is not just in schools of a culture of all of these The Australian school. Underpinning scandals and allegations attitudes prevail. In 2018, included the of the and sexism and n launched a sexism and misogyny which on a tram are gender inequality Human Rights Commissio t toward students of harassmen attitudes group filming of a the ways unequal national inquiry into sexual about women. workplace. singing a salacious chant women manifest in the St Kevin’s is not alone. 10 | independent education
| issue 3 | Vol 50 | 2020
gendered and the prevention of These groups should have a the leadership team. violence is key. Training and to the staff needs and will report to the principal clear purpose, reflect . in a way that enables consultative committee development be delivered A recent and significant worker participation. the first time should cover: at St Kevin’s is that for Topics has the school in its 102 year history • Gender awareness Principal. appointed a woman as • Gendered Violence happen Cultural change will not • Active bystander or any other us bias overnight at St Kevin’s • Conscious/unconscio is how to school. The challenge implement and boys address the issues and Support for young men change. in effective and long term Young people are soaking human right expectations Gender equality is a gendered attitudes and s across workplace and it is all nt to extends and from their environme it, everyone is gender in the country; without time to talk openly about to talk of culture a s need affected as it perpetuate boys schools. We also to What are the barriers about race, class, sexual sexism and inequality. students to learning and intersectional changing culture? Schools, as places of orientation, and other anything is leading the way men to • The refusal to believe innovation, should be issues. We want young safe and healthy equality for wrong in terms of providing know and value gender they need to be people in their • Old boy mentality communities. To do so themselves and for all and lack of inequality behaving • Entrenched behaviours able to recognise gender to deal lives. It’s not simply about anything is place the school gates acknowledgement that and have structures in when they are outside Schools are in a prevention strategies. wrong blazers. including it school with in their are in power schools young men • The entitled males For IEU members in boys women unique position to engage both their the change to with in want consult to don’t is equality and gender the first step and of a Women’s to achieve private lives. system because it suits and members. The facilitation public great a is chat benefits them Rights at Work (WRAW) structures other and to • Lack of leadership and to change way to connect with each gender equality Pathways many ways a school can that allow for change talk about the issues of There are taken in the school to te be allies might demonstra male that Finding publicly • and the actions make progress: equity and assist process of change in response. a commitment to gender procedures in engage are different • Lack of policies and We know that schools help to engage the workforce; to address this space in the consultation, planning and any plan about how long must take into women and invite • The difficulty of changing culture issues of gender equality and delivery of events, and s of that events hold uniquenes the ion speakers; established traditions considerat women as guest school – . on women’s • Good men are in every school and workplace and activities that focus to promote they need to speak up What is gender equality? leadership and voices who are not people linking the • Blindness from those Gender equality is when gender equality; consider to prevent rights, directly impacted of all genders have equal event to broader campaigns as the ies (the such • Women accessing leave, or part responsibilities, and opportunit violence against women, distribution Elimination particularly parental leave end goal). It is the equal International Day for the then of which needs nts Days the on time arrangeme of resources based of Violence against Women/16sed up the means limits their ability to move groups of people (the Against Gender-Ba different Activism of on brakes hierarchy and puts the to get there). Violence campaign. taken less supports their careers. They are What are the solutions? A workplace culture that ‘in and out of community seen in seriously and seen as The solution is a whole gender equity can be from nt the of commitme system a aware of the approach and workplaces that are to support There are some • No systems in place of gender equality and leadership at all levels. stand their we need to build importancerelationships, ready to talk female teachers who specific strategies that respectful gender ground and call out behaviour.to into an overall approach. about gender inequality, made against They are often shamed, stereotypes, and violence s are: feel guilty or targeted Using a gender lens women. Such workplace the top a given differently, and • Change comes from This involves assessing open to doing things • #metoo a issues, for action to build a • Schools are ripe situation for gender equality • committed to taking composition . moment. workplace for example, the gender fairer promotions in decision making roles; positions; workplace leadership to supportive Tackling gender inequality suba of women Creating union equality requires multiple The St Kevin’s College the evidence of gender culture takes time and process of systems strategies. branch has begun the across organisational and mutually reinforcing factors which ractices; job that underpin addressing the cultural policies/procedures/p Three critical strategies ce criteria; inequality. IEU work are contribute to gender descriptions and performanflexible workplace culture change leaders, collectively of members are committed the availability and utility involving workers, engaging to a fair, family and and men. to cultural change and working arrangements, and involving women and process of women and authentic for and lities t transparen caring responsibi We need to fix the systems school. engagement with the that perpetuate gender men. norms the suba as are great Through a lot of work inequality – and our schools ties two al learning opportuni branch, they have created start. to Profession places groups knowledge, representative IEU working other, Training that develops the equality group, gender for women’s a skills – one is attitudes and a member of | 11 | issue 3 | Vol 50 | 2020 importantly, includes independent education
the report in the workplace and Respect@ released earlier this year, dations Work, contains 55 recommen to happen around what needs to t in the eliminate sexual harassmen 10 dation workplace. Recommen recommends that all Australianand children ensure nts governme school-based young people receive education that respectful relationships ased is age appropriate, evidence-b of genderand addresses the drivers sexual based violence, including harassment.
IE, Issue 3, Volume 50
predominantly male administration, for a reason – so everyone should be expected to follow them. We need our men to see the impact of casually ignoring some things. It’s the little things that can grow to be a much bigger problem. Our boys need to be held accountable for actions. All teens push boundaries and play authority figures off against each other. We need to stand in solidarity to improve the chances of our boys to flourish in every aspect of life and respect all humans. We need to empower our boys to become well-rounded good men of the future, so we need our good men to demonstrate being the best selves they can and supporting our good women to be empowered. Everyone in a school is impacted by the behaviours of others and everyone has a role in nurturing and growing our good men to be the best. Learning to accept women as leaders and be respectful of consistent practitioners in the field of education, the stronger our society will be. I have been educating boys for nearly two decades and successfully raised a well-rounded son and nephew, now adults of whom I could not be prouder. I teach boys because I know I make a difference and I am passionate about making the world we all live in a better world. Name witheld Send your letters on any topic to ie@ieu.asn.au independent education | issue 1 | Vol 51 | 2021 | 29
