Socio-historical perspectives on the scientific education of girls in nineteenth and twentieth century England
This thesis seeks to account for the current sex-differentiation in science education as the result of a particular social process. Unlike contemporary explanations for girls' under-achievement in science in terms of biological or social-psychological factors, this work investigates to what ext...
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University of Leeds
1985
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| Online Access: | https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332135 |