Analysis of education gender equity policy presents a challenge: Do our conceptual lenses work for gender since they were developed from studying main-stream policy? Using data collected from interviews and documents in Australia (where the state actively promoted gender equity), this article (a) presents and critiques an array of potentially useful conceptual lenses, (b) outlines the policy formulation, and (c) uses a taxonomy of policy mechanisms to identify those deemed useful for effecting equity. Gender policy relied most on the mechanisms for curriculum materials and program definition. The article concludes by showing how policy mechanisms are useful for identifying priorities and focus but miss the rich cultural and feminist critical insights.
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