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Running Head: a FEMINIST ANALYSIS of GENDER EQUITY POLICIES 1 Running head: A FEMINIST ANALYSIS OF GENDER EQUITY POLICIES 1 A Feminist Analysis of Educational Policies Related to Gender Equity: Policy Framing of Gender Equity in Manitoba Education from 1975 to 2012 By Heather Syme Anderson A Thesis submitted to the Faculty of Graduate Studies of The University of Manitoba In partial fulfillment of the requirement of the degree of DOCTOR OF PHILOSOPHY January, 2018 Faculty of Education University of Manitoba Winnipeg, Manitoba, Canada Copyright © 2018 by Heather Syme Anderson Running head: A FEMINIST ANALYSIS OF GENDER EQUITY POLICIES 2 Abstract This study’s purpose was to examine the conceptualizations of gender equity within select Manitoba administrative policy documents related to education and the ways those conceptualizations shaped the framing of gender equity in those texts. I used feminist content analysis and critical frame analysis to examine how the discourses around gender equity change between 1975 and 2012. I used purposive selection criteria for primary document selection. This study used a directed content analysis approach (Potter & Levine-Donnerstein, 1999) that allowed use of both a priori and open coding. The a priori codes originated from the concepts highlighted in the review of the literature. Using critical frame analysis, three main frames emerged from my analysis of the annual reports that related to how the gender and equity terms appeared. These frames included (a) whether the term specifically related to gender, but not equity; equity, but not gender; or gender equity, (b) the educational arena to which the term applied; and, (c) the context in which the term was included. Finer-grained analysis of those three frames revealed two eras. The first era took place from 1975 to 1990 and reflected a time when policy attention was directed towards gender equity generally framed around the equity concerns of women and girls. The second era took place from 1991 to 2012 and reflected a time when policy attention was directed towards equity, but generally not towards gender. A feminist analysis of gender equity policy relevant texts was important to the Manitoba context because of the resurgence of gender equity as an important topic. While it is important that there is a resurgence, until policy takes aim at the socially constructed and embedded values presumed in any conceptualization of gender inequality, it is unlikely Running head: A FEMINIST ANALYSIS OF GENDER EQUITY POLICIES 3 that any policy changes, sweeping or not, will affect meaningful disruptions to the gendered nature of our educational systems. Running head: A FEMINIST ANALYSIS OF GENDER EQUITY POLICIES 4 Acknowledgements Dawn C. Wallin from the University of Saskatchewan committed to seeing this dissertation through to a successful completion. For her tireless support, I am beyond grateful. Dr. Wallin also mentored me into the academic community through CASEA and CASWE. She set the bar high in terms of publishing and presenting at academic conferences. Words won't ever fully capture how sincerely grateful I am for her support and friendship.Dr. David Mandzuk would regularly remind me that “we’ll get you through this”, which helped to buoy my spirits and stay on course. He offered insightful feedback and positivity through his reviews of my chapters. Dr. Andrea Rounce brought a unique perspective to this dissertation and kindness in the way in which she provided direction and critique. Dr. Marlene Atleo and Dr. Susan Prentice also provided me with useful critique and challenged my thinking in important ways. Thank you to each of you for the time and energy you invested in this process. I received significant sideline support from Dr. Jerome Cranston and Dr. Thomas Falkenberg. Jerome was my sideline cheerleader, prompting me to see past the upsets and work to become the academic he believes I am meant to be. Thomas offered continuous support and belief in my abilities. To each of you, I am truly grateful and honoured to have you on my team..To The Gong Show, thank you so much for all of your support. Finally, to my family I say thank you. You listened to me describe this process (over and over again) without judgment. Your unending support and love was a huge factor in my being able to stay the course.Finally, I received significant financial support from the Province of Manitoba, University of Manitoba and the Social Sciences and Humanities Research Council of Canada. Running head: A FEMINIST ANALYSIS OF GENDER EQUITY POLICIES 5 Dedication Without the enduring support of my husband, David Anderson, it would have been impossible for me to complete this dissertation. He single parented our two children – the youngest of whom was an infant when I started – without complaint while I was on campus or simply unavailable to help out. I dedicate this degree to my love, David Anderson, and my two children, Tanner and Kian. The three of you sacrificed so much to allow me to show just how stupid I really am. For this, I am truly grateful. David, this is our PhD. We did this together (with the help of some red wine!). Running head: A FEMINIST ANALYSIS OF GENDER EQUITY POLICIES 6 Table of Contents Chapter 1: Introduction ................................................................................................................... 13 Purpose ................................................................................................................................................. 13 Research Questions ........................................................................................................................... 14 Significance of the Study .................................................................................................................. 14 Understanding Conceptualizations of Gender ......................................................................... 20 A Brief History of the Terms Sex and Gender ..................................................................................... 20 Discussion of Terms .......................................................................................................................... 23 Gender Equity/Equality ............................................................................................................................. 23 Policy ...................................................................................................................................................... 26 Delimitations ....................................................................................................................................... 26 Limitations of the Study ................................................................................................................... 30 Summary and Organization of the Dissertation ...................................................................... 32 Chapter 2: Conceptual Framework & Review of the Literature ......................................... 34 What is Policy? .................................................................................................................................... 35 Feminist Epistemologies and Feminist Theories .................................................................... 39 Feminist Empiricism ................................................................................................................................... 44 Feminist Standpoint .................................................................................................................................... 51 Postmodern Feminism ............................................................................................................................... 56 Summary of Feminist Epistemological Categories ................................................................. 65 Policy and Gender Equity Discourses ......................................................................................... 68 A Brief Chronology of Canadian Gender Equity Policy .................................................................... 69 Policy as Text and Policy as Discourse .................................................................................................. 73 Framing Gender Equity and Gender Equity Discourses .................................................................. 77 Running head: A FEMINIST ANALYSIS OF GENDER EQUITY POLICIES 7 Gender Equity Policy Discourses in Education ........................................................................ 81 Gender Equity Discourses in the 1970s ................................................................................................ 82 Gender Equity Discourses in the 1980s ................................................................................................ 84 Gender Equity Discourses in the 1990s ................................................................................................ 85 Gender Equity Discourses in the 2000s and Early 2010s ............................................................... 87 Two Periods of Gender Equity Discourses in Canadian Educational Policy ............................. 89 Defining an Era .............................................................................................................................................. 92 Summary ............................................................................................................................................... 93 Chapter 3: Methodology ..................................................................................................................
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