Factors underlying persistent gendered option choices in school science and technology in Scotland

Gender and Education

Volumn 12, Issue 3, 2000, Pages 367-383

  Roger, Angela ^a   Duffield, Jill ^b  

^a UNIVERSITY OF DUNDEE   (United Kingdom)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0039842205     PISSN: 09540253     EISSN: None     Source Type: Journal    
DOI: 10.1080/713668300     Document Type: Article

References (57)

1. ALLAN, J., TURNER, E., MORRIS, B. & DUFFIELD, J. (1998) Could Do Better? Underachievement in S1 and S2. Unpublished report to Stirling Council (Stirling, University of Stirling, Department of Education).
2. BIRMINGHAM CITY COUNCIL EDUCATION DEPARTMENT (1996) The Multilingual Classroom: unlocking the potential (Birmingham, Birmingham City Council).
3. BOALER, J. (1997) Reclaiming school mathematics: the girls fight back, Gender and Education, 9, pp. 285-306.
4. BROWN, S., RIDDELL, S. & DUFFIELD, J. (1995) Factors Influencing the Progress of Pupils in More and Less Effective Schools. Report to Economic and Social Research Council: project R000233906.
5. BROWNE, N. & ROSS, C. (1991) Girls' stuff, boys' stuff: young children talking and playing, in: N. BROWNE (Ed.) Science and Technology in the Early Years (Milton Keynes, Open University Press).
6. BURKAM, D.T., LEE, V.E. & SMERDON, B.A. (1997) Gender and science early in high school: subject matter and laboratory experiences, American Educational Research Journal, 34, pp. 297-331.
7. BYRNE, E. (1993) Women and Science: the Snark syndrome (London, Falmer Press).
8. CHENG, Y., PAYNE, J. & WITHERSPOON, S. (1995) The England and Wales Youth Cohort Study (Report 36): science and mathematics in full time education after 16 (London, Department for Education and Employment).
9. CRONIN, C., COOPER, M. & ROGER, A. (1997) Participation Guide: women in science, engineering and technology in higher education (Edinburgh, Scottish Higher Education Funding Council).
10. CRONIN, C. & ROGER, A. (1999) Theorising progress: women in science, engineering and technology in higher education, Journal for Research in Science Teaching, 36, pp. 637-661.
11. CULLEY, L. (1988) Option choices and careers guidance: gender and computing in secondary schools, British Journal of Guidance and Counselling, 16, pp. 73-82.
12. DALE, R. et al. (1990) The TVEI Story: policy, practice and preparation for the workforce (Buckingham, Open University Press).
13. DUFFIELD, J. (1998) School support for lower achieving pupils, British Journal for Special Education, 25, pp. 126-134.
14. DUFFIELD, J., COOPER, M. & ROGER, A. (1997) Access Guide: women into science, engineering and technology in higher education (Edinburgh, Scottish Higher Education Funding Council).
15. DURNDELL, A., SIANN, G. & GLISSOV, P. (1990) Gender differences and computing in course choice in entry to higher education, British Educational Research Journal, 16, pp. 149-162.
16. HARDING, S. (1986) The Science Question in Feminism (Ithaca, NY, Cornell University Press).
17. HARLEN, W. (1997) Confidence rising slowly: primary teachers' feelings about science and technology, SCRE Spotlights No. 62 (Edinburgh: Scottish Council for Research in Education) (series available on http://www.scre.ac.uk).
18. HARLEN, W. & HOLROYD, C. (1995) Primary teachers' understanding of concepts in science and technology, Interchange No. 34 (Edinburgh, Scottish Office Education and Industry Department).
19. KARLEN, W., HOLROYD, C. & BYRNE, M. (1995) Confidence and Understanding in Teaching Science and Technology in Primary Schools, SCRE Research Report No. 65 (Edinburgh, Scottish Council for Research in Education).
20. HARTLEY, D. & ROGER, A. (1987) Guidance and discipline in secondary schools. Report to the Scottish Education Department (unpublished).
21. HEWARD, C. (1997) Metallers, ravers, boffs and gimps: researching boys' underachievement in a local comprehensive school, paper presented to the Transitions in Gender and Education Conference, Warwick, 16-18 April.
22. HOWIESON, C. & SEMPLE, S. (1996) Guidance in Scottish secondary schools, Interchange No. 41 (Edinburgh, Scottish Council for Research in Education).
23. HUGHES, G. (1997) Socioscientific discourse and the production of a gendered science curriculum: some new directions for research in gender and science education, paper given to the Transitions in Gender and Education Conference, Warwick, 16-18 April.
24. KELLY, A. (1985) The construction of masculine science, British Journal of Sociology of Education, 6, pp. 133-154.
25. KELLY, A. (1989) When I grow up I want to be ...: a longitudinal study of the development of career preferences, British Journal of Guidance and Counselling, 17, pp. 179-200.
26. KREINBERG, N. & LEWIS, S. (1996) The politics and practice of equity: experiences from both sides of the Pacific, in: L. H. Parker, L. J. Rennie & B. J. Fraser (Eds) Gender, Science and Mathematics: shortening the shadow (Dordrecht, Netherlands, Kluwer).
27. LAMB, S. (1996) Gender differences in mathematics participation in Australian schools: some relationships with social class and school policy, British Educational Research Journal, 22, pp. 223-240.
28. LIGHTBODY, P., SIANN, G. & WALSH, D. (1995) Gendered Career Paths: channelled or chosen? The Role of Advice and Decisions in Secondary Schools (Glasgow, Caledonian University).
29. LYON, E. (1991) The role of the nursery school in developing a non-sexist approach to science and technology, in: N. Browne (Ed.) Science and Technology in the Early Years (Buckingham, Open University Press).
30. LLOYD, B. & DUVEEN, G. (1992) Gender Identities and Education: the impact of starting school (New York, Harvester Wheatsheaf).
31. MACDONALD, A., SAUNDERS, L. WITH ASHBY, P. & KENDALL, L. (1998) Boys' Attainment, Progress, Motivation and Participation in Education: a report for Islington Council Education Department (London, National Foundation for Educational Research/Islington Council).
32. MACKENZIE, J. (1999) It's a Man's World: class and gender in school work experience programmes, Spotlights No. 60 (Edinburgh, Scottish Council for Research in Education, series available on http://www.scre.ac.uk).
33. MURDOCH, G. (1994) Women can, do they? Research into the influence female teachers have on the numbers of female pupils doing Standard Grade technological studies, in: R. STARK & A. ROGER (Eds) SERA Conference Proceedings, 1994, pp. 171-176 (Glasgow, University of Strathclyde).
34. PARKER, L. (1997) A model for gender-inclusive school science, in: C. MARSHALL (Ed.) Feminist Critical Policy Analysis: a perspective from primary and secondary schooling, pp. 185-200 (London, Falmer Press).
35. POLYANI, M. (1964) Science, Faith and Society (Chicago, IL, University of Chicago Press).
36. POWNEY, J. (1997) Gender and Achievement, SCRE Research Report No. 81 (Edinburgh, Scottish Council for Research in Education).
37. RUDDUCK, J. (1991) Innovation and Change: developing involvement and understanding (Buckingham, Open University Press).
38. SCOTTISH CONSULTATIVE COUNCIL ON THE CURRICULUM (SCCC) (1989) Curriculum Design for the Secondary Stages: guidelines for headteachers (Dundee, SCCC).
39. SCOTTISH CONSULTATIVE COUNCIL ON THE CURRICULUM (SCCC) (1993a) Curriculum and Assessment 5-14: cross-curricular issues (Dundee, SCCC).
40. SCOTTISH CONSULTATIVE COUNCIL ON THE CURRICULUM (SCCC) (1993b) Curriculum and Assessment 5-14: gender awareness across the curriculum (Dundee, SCCC).
41. SCOTTISH OFFICE EDUCATION DEPARTMENT (SOED)(1993a) Curriculum and Assessment in Scotland. National Guidelines: the structure and balance of the curriculum 5-14 (Edinburgh, SOED).
42. SCOTTISH OFFICE EDUCATION DEPARTMENT (SOED) (1993b) Curriculum and Assessment in Scotland. National Guidelines: Environmental Studies 5-14 (Edinburgh, HMSO).
43. SMAIL, B. (1985) An attempt to move mountains: the 'Girls Into Science and Technology Project', Journal of Curriculum Studies, 17, pp. 351-354.
44. SMITHERS, A. & COLLINGS, J. (1982) Co-education and science choice, British Journal of Educational Studies, 30, pp. 313-328.
45. SMITHERS, A. & ZIENTEK, P. (1991) Gender, Primary Schools and the National Curriculum (London, The Engineering Council/National Association of Schoolmasters Union of Women Teachers).
46. SPARKES, B. (1997) A critical analysis of the effect of women physics teachers on the take-up of physics by girls, paper presented to the Scottish Educational Research Association Conference, Dundee.
47. STANWORTH, M. (1981) Gender and Schooling: a study of sexual divisions in the classroom (London, Hutchinson).
48. TARSH, J. (1994) Young People's Attitudes to Studying Science: a survey of the literature (London, Department for Education, unpublished).
49. THOMAS, K. (1990) Gender and Subject in Higher Education (Buckingham, Open University Press).
50. TURNER, E., LLOYD, J., STRONACH, I. & WATERHOUSE, S. (1994) Plotting Partnership: education-business links in Scotland, Report to SOEID (Stirling, Department of Education, University of Stirling).
51. TURNER, E., RIDDELL, S. & BROWN, S. (1995) Gender Equality in Scottish Schools: the impact of recent educational reforms (Manchester, Equal Opportunities Commission).
52. WATERHOUSE, S. & TURNER, E. (1996) Personal development and the self in work experience, Pastoral Care, September, pp. 32-37.
53. WHITEHEAD, J. (1997) Males, masculinity and achievement: is there a new problem? paper presented to the Transitions in Gender and Education Conference, Warwick, 16-18 April.
54. WIKELEY, F. & JAMIESON, I. (1996) The gender puzzle: a pilot project, paper presented to the European Conference on Educational Research (ECER), University of Seville, September. Centre for School Improvement (Bath, School of Education, University of Bath).
55. WILKINSON, H. (1994) No Turning Back: generations and the genderquake (London, Demos).
56. WILLIAMS, R. (1961) The Long Revolution (London, Chatto & Windus).
57. WOOLNOUGH, B. (1991) The Making of Engineers and Scientists: an enquiry into factors affecting schools' success in producing engineers and scientists for the Institute of Physics, the Institution of Electrical Engineers and National Power (Oxford, Oxford University Department of Educational Studies).