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Gender inequality in design and technology ... the pupils' perspective

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conference contribution
posted on 05.05.2006 by Cathy Growney
Statistics have shown that those girls who choose to study the traditionally male areas of Design and Technology to GCSE level, generally do very well, yet very few still actually opt to follow these courses. My original research aimed to clarify effective strategies schools could adopt to redress the balance. This paper highlights the image of Design and Technology through the eyes of the pupils. Primarily it examines how relevant the study of Design and Technology seems to pupils and secondly it attempts to see which of the strategies implemented by teachers increased the enthusiasm and interest of the pupils. The disinclination of girls to opt for 'core' Design and Technology could be increased all the more with the latest changes in Design and Technology GCSE syllabuses, which have reverted to the more traditional format of specific discreet disciplines.

History

School

  • Design

Research Unit

  • IDATER Archive

Pages

57258 bytes

Citation

GROWNEY, C., 1996. Gender inequality in design and technology ... the pupils' perspective. IDATER 1996 Conference, Loughborough: Loughborough University

Publisher

© Loughborough University

Publication date

1996

Notes

This is a conference paper.

Language

en

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Keyword(s)

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