Abstract
A curriculum framework, comprising choice of subjects within compulsory modes of study, was introduced in secondary schools in Scotland in 1983. It has led to greater equality of participation in the modes of study of the curriculum. Traditional inequalities may be found in relation to subjects chosen within each mode of study. In this article, data on trends from a national survey are used to examine differences in participation in each subject of the scientific studies’ mode by attainment, sex, social class and type of school. Single‐level and multilevel statistical models are used in the analysis. The results show that both overall participation and differentiation between subjects have increased since the introduction of the curriculum framework. Attainment, social class, sex and school are overlapping sources of inequality in participation. Differences in the perceived status of science subjects may have implications for government policies to increase further participation in science and technology.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
