An investigation into gender related subjects at Key Stage 4 level.
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The concept of gender inequality has been a topic of debate for many centuries; the affects have consequently impacted the educational system. Education should be a provision that is available to all without any pre judgements or inequalities relating to ones gender. Although legislations (Sex Discrimination Act; 1975, Education Reform Act; 1988) have contributed to promoting gender equality it questions whether it has really been eradicated. In relation to education gender has dictated which subjects and opportunities were available for each sex, and it is the change in this concept that the research shall explore. This undergraduate research project shall explore the perceptions of Key Stage level 4 subjects being gendered and the influences that create these perceptions. A range of secondary resources will be explored in relation to the study topic; these include government legislations, relevant journals and articles, and academic books. In addition to literature, a mixed method primary research will be carried out to gain the perceptions of the past students and teachers, in relations to gender being a factor at Key Stage level 4. The role of external factors in creating gender identity and expectations was a factor that was evident, alongside the role of the educational setting and professionals’ involvement in promoting gender equality within all subjects. Statistical data released by the Joint Council of Qualifications (JCQ) was also explored, in relation to participation rate and grade obtainment, for both genders.
BA (Hons) Educational Studies and English
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