ABSTRACT
This chapter begins with the process by identifying some of the factors present at Leafield School which created inequality between the sexes before considering the gender-specific interactions and attitudes of the pupils themselves. It describes curricular and teaching issues in order to examine the gender perspectives and dynamics that prevailed amongst the pupils themselves. However, an examination of Chemistry pass rates produced a different picture, for eleven of the twelve girls attempting O-level Chemistry were ungraded whilst all four boys received a graded result. Stanworth vividly portrays the ways in which teachers at a College of Further Education had different opinions of their pupils’ characters and abilities based on their gender. C. Cowie and S. Lees note that girls as well as boys apply the derogatory ‘slag’ label to other girls suggesting that this indicates that girls are prepared to accept and operate male values of female sexuality.
