By Maureen Cruickshank, Rosemary Deem, Lesley Kant, Judith Whyte
Asks what makes education unfriendly to women and examines the luck or in a different way of interventions meant to result in swap.
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However, it is open to question whether this increase will lead to an early or major shift in the aspirations and expectations of the majority of boys and girls in schools. Schools are not the only influence on children, and sex differentiation in the curriculum has its roots in deeply entrenched social structures and predispositions: although there are improvements, progress is likely to be very gradual. This rate of change suggests the need for more ambitious and co-ordinated intervention, but it also underlines the difficulty of achieving such coordination in a decentralized education system.
There is a particular need for greater understanding of latent discrimination in schools—the ‘hidden curriculum’—and of the differential treatment boys and girls appear often to receive in the classroom. Attempts to reduce sex differentiation have been more noticeable in secondary schools. At departmental level in many schools efforts are made to foster the interest and involvement of girls, through improved teaching methods and syllabus content. Such work is most frequently done in science departments.
The teachers recorded their responses to the items on 4-point scales, ranging Teachers’ attitudes towards girls and technology 41 from ‘strongly disagree’ to ‘strongly agree’. An undecided category was not included. 4. Briefly, only 51 per cent of the science teachers agreed that women are as good as men at complicated technical matters. Moreover, considerable doubt was expressed about the importance of women’s careers. Forty-two per cent agreed that a woman’s career is not as important as a man’s.