Gender, inclusivity and engagement

In pre-modern education studies, gender and sex were discussed in an essentialist, combined model …: one was either born a masculine male destined for a pro-active life as leader and provider offer a household; or a feminine female destined for domesticity and motherly duties. However, modern contributions of feminism, and critical and post-modern sociologies of gender questioned how societies framed and ordered masculine, feminine and non-binary gender roles as related to sex and abilities, particularly in institutions such as related to education (Butler 1990; Connell 2011; Hekman 1999). Contemporary education sociology now distinguishes biological sex characteristics such as chromosomes, hormones and anatomy from gender roles and behaviours (UNESCO 2019). In general, Australian media and education authorities continue to report more informed and supportive perspectives regarding gender diversity in schools (Kermode & Phillips, 2025). In a study in Australia, Ullman (2022) also importantly reported a stronger sense of school belonging among trans-gender/diverse students. This chapter explores shifts in thinking around ‘gender’ categories historically that still face intense cultural debate and affect education policy controversies to this day. It next explores how gender relates to differences in educational access or inclusion, and the current dominant approaches to gender in Australian schools. It then considers the issue of school-related gender-based violence and the potential role of educators in mediating its prevalence and impacts, and concludes with effective practice recommendations.