By John Radford
Regardless of decades of equality of selection, girls and boys proceed to vary in either the topics they learn in class and later within the careers they choose to pursue. during this selection of papers via prime researchers from educational and practitioner backgrounds, the present proof from quite a number fields is reviewed. Drawing on either their very own unique learn and that of others, the individuals examine subject matters as varied as topic selection in secondary college, modifications in mind services among the sexes, the comparability of fellows and ladies in administration and recruiting girls to technological know-how and know-how.
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Additional info for Gender and Choice in Education and Occupation
DES (1991) Music from 5 to 14: Curriculum Matters 4, London: HMSO. Doherty, J. and Dawe, J. (1988) ‘The relationship between developmental maturity and attitudes to school science: an exploratory study’, Educational Studies 11: 93–107. H. : Erlbaum. H. and Steffen, V. (1984) ‘Gender stereotypes stem from the distribution of women and men into social roles’, Journal of Personality and Social Psychology 46: 735–54. Elwood, J. and Comber, C. (1996) Gender Differences in Examinations at 18+. Final Report to the Nuffield Foundation, London.
Their findings were similar: craft design and technology, IT and physics were rated as significantly masculine while personal and social education, RE, typing and home economics were rated as significantly feminine. The intercorrelations between the scales found in both studies throw some light on the perceptions of gender-stereotyped subjects of male and female pupils. For girls, masculine-feminine correlated with difficulteasy and complicated-simple, so masculine subjects were seen as difficult and complicated while feminine ones were seen as easy and simple.
Marsh et al. (1989) undertook a five-year longitudinal study of the merger of a girls’ and boys’ school into two co-educational schools. They found some benefit of the change for the self-concept of both sexes and no evidence of any effect on academic achievement. This study, because it is longitudinal and examines the same participants in both kinds of school setting, does not have the problem of non-equivalent groups which proved so problematic in previous studies. The authors acknowledge the limitation of basing conclusions upon only two schools.