ABSTRACT
As a broad topic, the issue of gender in education is both more or less publicly accepted and widely assumed to be on the wane; at least insofar as talking about gender has meant talking about the educational fortunes of women and girls. Many take the view that though gender in this sense used to be a ‘problem’, it solved itself once parity in entry and pass rates for GCSE and ‘A’ level were achieved and men and women entered higher education in roughly equal numbers, as they now do. Indeed, the report from the National Commission on Education Learning to Succeed (1993) makes only the briefest mention of gender, and then only in relation to girls and computing. The work begun by feminists and other educationalists in the 1970s to raise consciousness is, in a sense, complete.
