Why do girls and young women not identify with maths, science and technology subjects and related careers?
The Report was d rafted by NESSE , the independent N etwork of E xperts in S ocial S ciences of E ducation & training, and summarises key findings from international research on gender and education and highlights their implications for policy development and implementation. The report reviews evidence and concrete recommendations that can be useful to policy and decision-makers in the field of education and in related fields of public policy. Key findings Researchers point out that social class, ethnicity and minority status all contribute to a complex picture from which it is difficult to isolate gender differences and inequalities in educational performance. Consequently, they argue, policies should not treat women and men, girls and boys, as homogenous groups in policy terms. Reading: The research reveals that reading attitudes and behaviour are determined to a great degree by gender. Evidence suggests that it is boys from working class backgrounds in all ethnic groups and cultures
