Forgot your password?
Roger and Duffield 2000
Citation Text:
Roger, A., Duffield, J. (2000) Factors Underlying Persistent Gendered Option Choices in School Science and Technology in Scotland. Gender and Education. Vol. 12 pp. 367—383Editorial Comment:
Summary
The past 15 years have seen a persistent under-representation of girls in school science and technology subjects. The article is in three parts. The first part surveys the persistence of girls’ opting out of science and technology in their school option choices. These influences are: early socialisation, primary teachers as change agents, option choice processes, guidance and careers advice, teachers and teaching, and work experience. The second part presents a meta-analysis of initiatives to encourage girls and women into science, engineering and technology (SET) courses and careers, drawing upon a survey undertaken as part of a Scottish initiative to encourage women students and staff to enter courses in SET in higher education and to progress in careers there. The analysis is then used to illuminate various school initiatives and to estimate the likelihood of their success in addressing the underlying influences on girls’ choices away from science and technology.