Abstract

The relatively short history of design and technology has been closely linked with gender issues in response to the differential participation of girls and the changing examination success of girls and boys. Harding identified that ‘… all 3 antecedents of Technology have been sex differentiated in the past. They have been the most strongly gendered of all curriculum areas’ (Harding 1997: 20). The subject of design and technology has, however, continued to evolve from what were predominantly male-dominated activities to its current position in which it continues to exist uncomfortably alongside the 1944 Educational Act philosophy of ‘equality of opportunity’.

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