ABSTRACT
For four years, from 1979 to 1983, I was co-director of the Girls Into Science and Technology (GIST) project.1 GIST was an action research project which attempted to research the reasons for girls’ underinvolvement in science and technology, and simultaneously to take action to remedy the situation. The project and its results have been described in detail elsewhere (Kelly et al, 1984; Whyte, 1986; Kelly, 1989) and I do not intend to do more than outline its main features here. This chapter will concentrate on the ethical issues raised by working in this way within schools.
