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Abstract
This articles reports on the findings of a study carried out in 2003–2004 which examined gender perspectives in the delivery and assessment of junior cycle history. The study was a collaborative effort between the School of Education and Lifelong Learning, University College Dublin, and the Centre for Gender and Women's Studies, Trinity College Dublin. Commissioned by the Gender Equality Unit of the Department of Education and Science, the principal aim of the study was to examine how men and women are represented in the junior cycle history syllabus. The principal focus of this article is to report on a key aspect of the overall research study—namely, the gendered nature of examination questions at junior cycle history and teachers’ beliefs in relation to gender equality in the classroom. Central to the study was a survey of the views of practising (n = 249) and trainee history teachers (n = 46). Key findings included the under-representation of females in the historical narrative and in the state examinations in junior cycle history and the frustration of a significant number of teachers at the lack of gender balance in available teaching materials.
Notes
1. The junior cycle refers to the first three years of post-primary education in Ireland, which culminates in a state examination in each of the subjects undertaken by the pupils.
2. The questionnaire administered had been piloted on the previous Higher Diploma in Education cohort (2002–3) and any necessary adjustments were made. This programme is now titled Post-Graduate Diploma in Education (PGDE).
3. Of the student teachers, 20 were male and 26 were female. Of the practising teachers who were surveyed in the national questionnaire, 143 were female (57%), 99 were male (40%) and 7 did not specify their gender (3%).
