ABSTRACT
The interventions in schools were mainly implemented by the teachers. If teachers indicate by their actions or even their tone of voice that they are sceptical about girls' abilities in science and technology or that they do not think it desirable for girls to continue with physics or technical crafts after the third year, pupils are bound to pick this up. Conversely, teachers become aware of unspoken assumptions or apparently insignificant asides which can discourage girls may be able instead to convey positive messages about girls into science and technology (GIST). This chapter describes both positive and resistant responses to GIST. Sometimes teachers' attitudes and behaviour appeared ambivalent, raising some questions about the underlying reasons for their reactions. All these activities – questioning the content of sex stereotyped materials, introducing extended writing in science lessons, becoming more aware of one's classroom management – were specifically and frequently advised by GIST as teachers do in order to encourage girls.
