An exploration of some factors which inhibit females from entering engineering and science vocational areas in East Yorkshire

The following thesis examines why many engineering and physical science vocational areas remain dominated by male candidates, and whether this trend is reversible. National figures support the fact that female school students currently out perform male students in almost all academic areas. It could therefore be anticipated that female students would have the pick of university, college, and training opportunities. However, female candidates remain reluctant to enter many science and engineering vocations, despite efforts to attract them. Figures provided by the Engineering Council (1995) show current female participation at around 15%, a figure confirmed by one of Britain's largest employers with a site in East Yorkshire.As females occupy about half the places at all educational establishments, the question must be asked, why is there a great reluctance for females to enter engineering and physical science professions. If one assumes that these chosen fields of study are not chosen at random, then whatever the reason for the decision, it is likely to be made during, or even before school years. To try to find the reason for these choices, this research thesis examines the decisions made by females at various stages of their time at school. Examination of ideas, beliefs, pressures, and selections in the 9 to 16 age group have been covered. The results of a literature review were then compared to the research findings.Are females aware of the opportunities that exist, or are they aware and have decided better opportunities lie elsewhere? The research reveals some of the reasons why there appears little motivation for female students to enter engineering and physical science vocational areas. The research also generates some conclusions which may provide a framework for producing future equality in these vocational fields

Changes in Structure and Access to Post-Compulsory Education in European Community Countries: With Special Reference to Scotland and Denmark

SECTION I The research aims that guided this study's general development, and the limitations that these imposed, are given in chapter one. Some important changes in post-war European education are outlined and references made to the sections of the study where these perspective are amplified further. A short critical review is given of the contribution of comparative analysis in the study of educational systems and the use of case studies in the interpretation of general educational change. SECTION II Chapter two illustrates European cultural and social patterns and some implications that arise within education. It examines this cultural mosaic through linguistic and social variables because of the fundamental importance these have for learning and education. Other dimensions referred to are regionalism, centre-periphery models, cultural dominance, minority rights and mobility. The Arfe Report and other analyses of the diversity of European culture and educational provisions set important trends. After a review of European cultural and regional minorities, it is proposed that educational change in contemporary Europe should recognise four dimensions: 1) contributions of small education systems, 2) indigenous regional minorities, 3) immigrant minorities from ex-colonised countries requiring new types of education, and 4) the fragile, but growing, perception of Europe as a holistic entity. Chapter three illustrates the changing role of post-compulsory education by analysing the reorganisation of education systems in the Benelux countries and other small countries in Europe. The Benelux countries have established themselves as important actors in the development towards the European Single Market concept. At the same time, and despite highly complex educational systems, they have been in the forefront of changes in the 'privatisation' of education through market forces, which is interpreted in the study as a search for flexible responses to survival and change. It seems yet to be established whether the market-driven forces, operating at the upper-secondary and higher stages of a country's education system, can carry through permanent changes in European systems. Fundamental to this is the question of whether mechanistic change entrenched through monetary policy can affect the deeper structures of learning and curricula in the longer term. SECTION III Chapter four discusses several themes in Scottish education, especially the historical case for maintaining the 'democratic intellect' as a response to the need for flexible general education. It is proposed that the concept of the 'democratic intellect', which parallels the democratising element of the Danish notion of 'peoples enlightenment', can be accommodated into contemporary education through merging the 'academic' universities and 'vocational' central institutions. The case for more open access is based on comparing developments of selection and choice in Scottish post-compulsory with that of European and American education systems; the evidence presented shows that restricted access is still a dominating force, exercised through the twin notions of 'discipline' and 'disciplines', and controlled through financial policies of centralised governance. Chapter five introduces Danish education as a part of cultural and economic interchange within the Nordic region. Increasing educational mobility through the activities of the Nordic Council is described and related to the models of mobility established within the European Community. Through changes in Danish educational policy dating from 1982, a description is given of the transition from education informed by social-democratic values to those of conservative-liberal ideals, dominated by quality in education and based on monetary control of education which has similarities to developments in the Benelux Countries and the United Kingdom. One of the most important contributions to European education that Denmark has made is the concept of 'popular enlightenment'. The contribution of such a concept has in maintaining Danish educational traditions is discussed in the light of the contemporary policies of 'quality' and 'internationalism'. New routes to higher education through second chance programmes and the broad provision of adult education have maintained the traditions of Danish education, whilst absorbing the tendency to vocationalise and shorten higher education programmes. Overall, and in common with Scottish education, it is suggested that pressures of European market strategies have tended to produce quality control of education rather than quality in education. (Abstract shortened by ProQuest.)

Sociological aspects of women in primary teaching: career contexts and strategies

This collection of articles and the book are a product of one piece of research on the careers of women in teaching. The research began with a statistical analysis of the career characteristics of women and men in teaching in one educational authority using data collated from Teachers' Service Cards. Then the research focused on women in primary teaching. Career history interviews were conducted with twenty-five married women who were headteachers of primary or infant schools from two educational areas of an English midlands county. The data for the research consisted of the Teachers' Service Cards, the interview material, together with DES official statistics on Teachers in Service. The articles appear in the order they were published. The first article contains an examination of material from the Teachers' Service Cards. Articles two, three and four are analyses of aspects of the women head teachers subjective careers based on the interview data. The fifth article examines aspects of the local labour market for primary teachers using the interview data. The sixth article argues that the use of career history material can make a significant contribution to sociological understanding about careers. The seventh article uses official statistics to explore the effects of the wider contexts of expansion and contraction on primary teachers careers. The book represents an attempt to bring together the themes and issues in the articles and to develop them further

Sociological aspects of women in primary teaching: career contexts and strategies

This collection of articles and the book are a product of one piece of research on the careers of women in teaching. The research began with a statistical analysis of the career characteristics of women and men in teaching in one educational authority using data collated from Teachers' Service Cards. Then the research focused on women in primary teaching. Career history interviews were conducted with twenty-five married women who were headteachers of primary or infant schools from two educational areas of an English midlands county. The data for the research consisted of the Teachers' Service Cards, the interview material, together with DES official statistics on Teachers in Service. The articles appear in the order they were published. The first article contains an examination of material from the Teachers' Service Cards. Articles two, three and four are analyses of aspects of the women head teachers subjective careers based on the interview data. The fifth article examines aspects of the local labour market for primary teachers using the interview data. The sixth article argues that the use of career history material can make a significant contribution to sociological understanding about careers. The seventh article uses official statistics to explore the effects of the wider contexts of expansion and contraction on primary teachers careers. The book represents an attempt to bring together the themes and issues in the articles and to develop them further

Reveille - 1989

Fort Hays State University 1989 Reveillehttps://scholars.fhsu.edu/yearbooks/1074/thumbnail.jp

Bowdoin Orient v.123, no.1-22 (1992-1993)

https://digitalcommons.bowdoin.edu/bowdoinorient-1990s/1004/thumbnail.jp