Girls in science and technology in secondary and post-secondary education

The case of France

Bibliographic Data

ID11165434
AuthorsBiljana Stevanovic (Université de Caen Normandie, corresponding author)
Year2014
Volume35
Issue4
Pages541-558
Publication date2014-07-04
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueBritish Journal of Sociology of Education (JOURNAL)
Journal identifiersISSN: 0142-5692 • E-ISSN: 1465-3346
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01425692.2013.791229
OpenAlexW2039213779
LanguageEN
Citations received2
References cited16

Based on surveys undertaken by the Institut national de la statistique et des études économiques (France’s National Institute of Statistics and Economic Studies) and by the Direction de l'évaluation de la prospective et de la performance (Directorate of Evaluation, Forecasting and Performance), this article examines the evolution of female student enrollment in scientific streams in secondary and post-secondary education in France over a period of approximately 20 years, from 1985 to 2008. The aim is to study the changes and constants in girls’ choices in science and technology education. The results show that girls’ choices to study science and technology have undergone clear changes during this period. These changes have been positive at the secondary level, but rather more ambiguous at the post-secondary level. Both an appraisal of positive developments and the persistently low representation of women in scientific fields will be offered

Mathematics education · Media studies · Pedagogy · Science education · Secondary education · Social science · Sociology · Sociology of Education · Career Development and Diversity · Gender Studies · Historical Education Studies Worldwide · Psychology

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