Abstract
ABSTRACTSchool finance scholars focus attention on the roles that race and class play in the provision of educational opportunities. Recent school finance research, however, ignores the role that gender contributes in providing students equitable and adequate educational outcomes. Gender—originally included in school finance studies—has disappeared from recent work in school finance. This article engages feminist critical theory to describe the social context of gender in finance studies, and uses secondary data to illustrate how the inclusion of gender can be helpful in highlighting the need for more adequate funding in order to provide equal educational outcomes.
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