ABSTRACT
One of the most influential sets of factors which has an impact upon the curriculum is that of gender. Girls perceive and react to the curriculum differently from boys. In this article I shall document some of these gender-based differences in attitude and reaction in the physical and domestic science areas of the curriculum; and attempt to trace out some of their consequences. The data on which the paper is based were drawn from interviews with and observations of first year pupils at a large, urban comprehensive school during 1979 and 1980.
