Girls in C.D.T - Some Teacher Strategies for Mixed Groups

  • John Catton


There are many factors which appear to be real barriers to girls full involvement in CDT up to public examination level. For example, the subject is seen by many as vocational training for boys; girls and boys have often received very different experiences in the home and in their primary schools; the curriculum in CDT may be biased in favour of boys; and departmental/school organisation may allow girls to respond to these pressures by opting out at a very early stage.

Subject teachers sometimes feel this is simply the way of things and there is nothing they can do to change such an established pattern in society, even if they wanted to. I feel, however, it is of vital importance that CDT teachers do confront the problem and act in a positive way to begin involving more and more girls in CDT beyond year 3 in secondary schools. The present situation regarding girls in CDT is a result of history and tradition, but our society has changed and will continue to change. Girls need to study the subject and gain appropriate qualifications for just the same reasons as the boys.

Author Biography

John Catton
Schools Liaison Officer for CDT, GIST Project
How to Cite
CATTON, John. Girls in C.D.T - Some Teacher Strategies for Mixed Groups. Studies in Design Education Craft & Technology, [S.l.], v. 15, n. 1, sep. 2009. ISSN 0305 766. Available at: <>. Date accessed: 29 mar. 2023.