‘Man enough to do it’? Girls and non‐traditional subjects in lower secondary education

Abstract

This article examines the processes influencing the choice of non‐traditional subjects by girls in lower secondary education in the Republic of Ireland. In particular, we focus on the traditionally ‘male’ craft technological subjects, namely Materials Technology (Wood), Metalwork and Technical Graphics. Analyses are based on detailed case studies of 12 secondary schools, placing them in the context of national patterns of subject take‐up. Strong gender differentiation persists in the take‐up of these technological subjects. Commonalities are evident across schools in the way in which the subjects are constructed as ‘male’. However, some students, both female and male, actively contest these labels, and school policy and practice regarding subject provision and choice can make a difference to take‐up patterns. It is argued that the persistent gendering of subjects has implications for the skills acquired by students, their engagement in education, and the education, training and career opportunities open to them on leaving school.

Keywords:

• gender
• subject choice
• stereotyping
• lower secondary education

Notes

1. N6 stands for Non‐numerical Unstructured Data Indexing Searching and Theorizing (QSR International 2002).

2. Schools serving disadvantaged communities are allocated additional funding, with over a quarter of secondary schools so designated. Disadvantaged status can be taken as a crude proxy for socio‐economic mix in the absence of more detailed information.

3. The sampling period ranged from eight weeks to the full school year.