Gender Perspectives and Junior Cycle History

Biographical Information on the Gender History Project Research Team

Dr. Deirdre Raftery is a lecturer in the

Education Department, University College Dublin.

She is a Research Associate at Girton College,

Cambridge (2005), and at the Centre for Gender

and Women's Studies, Trinity College Dublin. Author

of a number of books and papers, Dr. Raftery is also

designing School Development Planning initiatives

for schools.

Dr. Maryann Valiulis is the Director of the Centre

for Gender and Women's Studies, Trinity College

Dublin as well as directing the Research Unit of the

Centre. Dr. Valiulis has published extensively in the

field of Irish history, including both traditional and

women's history.

Judith Harford, B.A., M.A., H.Dip.Ed., is a lecturer

in the Education Department, University College

Dublin. She is the recipient of the Dr. Mary L.

Thornton scholarship in education (2003) for

doctoral research in women’s history.

Jennifer Redmond, B.A., M.Phil., is a researcher

at the Centre for Gender and Women’s Studies, Trinity

College Dublin. She is currently undertaking doctoral

research in the area of Irish women’s emigration in the

Free State period for which she was awarded a Trinity

Studentship (2004).

Catherine Cregan, B.A., M.Phil., is a part-time

researcher at the Centre for Gender and Women’s

Studies. Her thesis research was on the moral and

political philosophy of Mary Wollstonecraft.

Courtesy of the National Library of Ireland

Gender Perspectives in the Delivery and Assessment of Junior Cycle History

FINAL REPORT December 2004

Dr. Maryann Valiulis Dr. Deirdre Raftery Jennifer Redmond Judith Harford Catherine Cregan CENTRE FOR GENDER AND WOMEN’S STUDIES

EDUCATION DEPARTMENT

TRINTY COLLEGE DUBLIN

UNIVERSITY COLLEGE DUBLIN

Contents Page

Background to Research Project and Acknowledgements ……. Page 2 Profile of Research Team …………………………………………….. Page 3 Chapter One: Literature Review of Gender Perspectives in Education …………………………………………………………….. Page 4 Chapter Two: Experiences and attitudes of pre-service history teachers (H.Dip. Ed. Students) ……………………………. Page 17 Chapter Three: Analysis of Research Data on Junior Cycle Textbooks ……………………………………………………… Page 29 Chapter Four: Analysis of Research Data on Junior Certificate Examinations ……………………………………………. Page 47 Chapter Five: Analysis of National Questionnaire …………….. Page 55 Chapter Six: Conclusions and Recommendations ……………. Page 72 Appendices …………………………………………………………… Page 79

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Background to Research Project and Acknowledgements The Gender History Research Project was undertaken by the Centre for Gender and Women’s Studies, Trinity College, and the Education Department, University College, Dublin. The research team consisted of the principal investigators, Dr. Deirdre Raftery of UCD, Dr. Maryann Valiulis of TCD, the research coordinator Judith Harford, UCD, and the researchers, Jennifer Redmond and Catherine Cregan, TCD. It was funded by a two-year grant from the Gender Equality Unit of the Department of Education and Science and commenced in December 2002. The main body of the research was undertaken during 2003, and the research was finalised in 2004. Expert Advisory Panel Dr. Robert Kirkpatrick, Department of Education and Science; Ms. Anne V. O’Connor, historian; Ms. Mary O Dubhain, History Teachers’ Association; Dr. Deirdre Raftery, UCD; Dr. Maryann Valiulis, TCD; Mr. Brendan Walsh, Lecturer in Education, NUI Maynooth. Honorary Advisory Board

Dr. Margaret MacCurtain Susan M. Parkes, FTCD The research project team would like to thank the Gender Equality Unit of the Department of Education and Science, the Expert Advisory Panel, the Honorary Advisory Board, and all teachers of the Junior Certificate History Cycle who graciously shared with us their insights and experiences. Many thanks to the History Teachers’ Association of Ireland for their collaboration in the launching of the summary report. The team also wishes to acknowledge the cooperation of Donal Fitzsimons, Education Resource Centre, UCD, and TCD Library. Our thanks to Martina Harford of the Smurfit Group for her support. Special thanks to Rhona MacSweeney of the Gender Equality Unity for her continued interest in this research.

2

Biographical Information on the Gender History Project Research Team

Dr. Deirdre Raftery lectures at the Education Department, University College Dublin. She is a Research Associate at Girton College, Cambridge (2005), and at the Centre for Gender and Women's Studies, Trinity College Dublin. Dr. Raftery is the author of a number of articles and books, including Women and Learning, 1600-1900, and a new book on schooling in Ireland (2005). She has also been an education consultant on many E.U. funded projects. Dr. Maryann Valiulis is the Director of the Centre for Gender and Women's Studies, Trinity College Dublin as well as directing the Research Unit of the Centre. Dr. Valiulis is the author of a number of articles and books including the award winning Portrait of a Revolutionary: General Richard Mulcahy and the Founding of the Irish Free State; Gender and Sexuality in Modern Ireland; and Women and Irish History. She is currently completing a study of women in the Irish Free State. Judith Harford, B.A., M.A., H.Dip. Ed, is a lecturer in the Education Department, University College Dublin. She is the recipient of the Mary L. Thornton scholarship in education (2003) for doctoral research in women’s history. She has published articles in education, and is currently writing a book on teaching and reflective practice together with Dr. Deirdre Raftery. She is also editor of Mary Hayden: Selected Letters (2005). Jennifer Redmond, B.A., M.Phil, is a Researcher in the Centre for Gender and Women’s Studies, Trinity College Dublin. She is currently undertaking doctoral research in the area of Irish women’s emigration in the Free State period for which she was awarded a Trinity Studentship (2004). Catherine Cregan, B.A., M.Phil, is a part-time researcher in the Centre for Gender and Women’s Studies. She has completed thesis research on the moral and political philosophy of Mary Wollstonecraft.

3

Chapter One Literature Review of Gender Perspectives in Education

7

Chapter One: Literature Review of Gender Perspectives in Education

1.1 Rationale

The importance of a gender-balanced curriculum is widely advocated. Gender-balance

in schools is understood as an awareness of and commitment to gender equality,

which requires that pupils, teachers and the wider education community understand

how gender identity is constructed and how gender equality is best promoted. A

number of fundamental variables shape and inform how gender equality is constructed

in schools, most significantly the curriculum, both formal and hidden. The formal

curriculum represents the subjects deemed appropriate to be taught in schools. A

significant aspect of formal learning in schools includes teaching methodologies,

teaching and learning resources, evaluation and assessment procedures and prescribed

textbooks. The hidden curriculum is more subtle and refers to school ethos, social

practices and values which are fostered outside of formal lessons. Research into the

hidden curriculum in Irish schools indicates that schools are characterised by a

‘hidden curriculum’ which is ‘individualistic and competitive’ (Lynch, 1989). The

hidden curriculum can serve to undermine attempts at gender equality in the

classroom and often works to perpetuate and reinforce existing stereotypes. The

consensualist nature of the Irish education system has prevented debate and research

on the gendered nature of the curriculum until relatively recently (Lynch, 1987).

1.2 Policy Context

Over recent years, the issue of gender equality has become a policy issue for

successive Irish governments. A number of international gender equality agreements

5

have been adopted, including most significantly the Convention on the Elimination of

All Forms of Discrimination against Women (CEDAW), adopted in 1979 by the UN

General Assembly, and the UN Beijing Platform for Action, adopted by Governments

participating in the Fourth World Conference on Women, 1995. A number of policy

initiatives have also been taken at national level including the Equal Status Bill, 1997

and the Employment Equality Act, 1998, both of which provide an unequivocal

commitment to, among other issues, gender equality.

In the educational sphere, the importance of promoting gender equality has also been

espoused. A number of policy documents have over recent years given a clear

commitment to the promotion of gender equality in schools and in the wider education

community. The Green Paper, Education for a Changing World (1992), noted that

‘the achievements and contribution of women to the country’s economic, social and

cultural life, past and present, must receive much more emphasis in all subjects’ (p.

69). It further observed that ‘all educational institutions… will develop and publish an

active policy to promote gender equality… A review of all teaching materials in use

in schools will be undertaken on a regular basis and action will be taken to ensure that

unsuitable material will be withdrawn or adapted’ (pp. 70-71). The Report on the

National Education Convention (1994) observed that ‘it is generally agreed that the

promotion of gender equality should be a fundamental aim.’ It also highlighted the

need ‘to examine the context of knowledge itself in a variety of subject areas, since

this has been a major influence in the formation of self-image and stereotypes and

may well be closely related to stereotyped subject choices’ (p. 119). The White Paper,

Charting Our Education Future (1995) gave a commitment that ‘specific emphasis

will be placed on combating sexual stereotyping and ensuring that the manner in

6

which programmes are taught does not unwittingly reinforce gender bias’ (p. 130).

The Education Act (1998) recommends that schools should aim to ‘promote the

moral, spiritual, social and personal development of students…promote equality of

opportunity for both male and female students’ (p. 13).

1.3 Research on the Gendered Curriculum in Ireland

Considerable research has been carried out on the issue of gender equality in Irish

schools. Throughout the 1980s and 1990s, a number of key reports examined gender

equality in primary schools (Kellaghan et al., 1985; Lewis and Kellaghan, 1993).

More emphasis recently has been placed on the significance of gender equality and a

gendered curriculum in post-primary schools. The Economic and Social Research

Institute (ESRI) has examined the issue of co-education and performance in schools

(Hannan et al., 1996). This study found that differences in performance at Junior

Certificate examination between coeducational and single-sex schools were the result

of differences in social class background as well as the result of differences in the

levels of attainment of different cohorts of students. The National Council for

Curriculum and Assessment (NCCA) has also carried out significant research in the

area of gender and performance in examinations. Their longitudinal study of the 1994

Junior Certificate’s performance at the subsequent Leaving Certificate examinations

(1996 and 1997) found that girls significantly outperformed boys. This finding was

confirmed by a subsequent Report of the Economic and Social Research Institute

(Smyth, 1999). A further study by the NCCA (2003) examined the 2000/2001 Junior

and Leaving Certificate examination results by gender and achievement. In particular,

this research examined the contribution that examination systems and assessment

techniques make to gender-related differences in examination performance and

7

achievement. It concluded that patterns of Junior Cycle level are significantly affected

by the different levels of entry (Foundation, Ordinary, and Higher), both available and

chosen, and that girls were generally out-performing boys at Junior Cycle level,

largely because greater numbers of them were entering for higher level papers. This in

turn impacted on their educational opportunities at Leaving Certificate level, where

gendered patterns of entry for subjects and levels were again discernible. This trend

was not unique to the Irish system of education but was borne out in the experience of

a number of countries. This study also underlined the importance of the assessment

techniques and instruments used and how these may interact with the gender of

candidates (Elwood and Carlisle, 2003).

Looney and Morgan (2001) in an examination of the provision at junior cycle level of

subjects not normally included in the state examinations, such as Religious Education,

Physical Education and Social, Personal and Health Education, found that the

curriculum is noticeably gendered in the Junior Cycle of single-sex post-primary

schools. Boys, they observed, spent more time in traditional subjects in the verbal and

logic-mathematical domains, while less in the inter and intra-personal areas. The

increased amount of time spent by boys in these areas did not necessarily translate

into higher levels of achievement (Looney and Morgan, 2001).

Such findings have resulted in a public debate, both in the media and in educational

circles, regarding the underachievement of boys (See Yates, 1997; Epstein et al.,

1998; Griffin, 1998). The issue of male academic underachievement is becoming an

international concern (Weiner et al., 1997). Some writers have labelled the situation a

‘moral panic’. However, as a number of feminist scholars point out, this sense of

8

panic was noticeably absent when girls were underachieving (Epstein et al., 1998).

More recent studies have questioned the existence of a gender gap and have suggested

the homogenisation in performance between boys and girls (Arnot et al., 1999).

1.4 Significance of Textbooks, Examinations and Teacher-Pupil Interaction

Textbooks are increasingly regarded as powerful vehicles for delivering curriculum

and promoting gendered messages. Research into the content analysis of textbooks

has pointed to an under-representation and stereotypical presentation of female

figures. Ekstrom (1979, p. 220) suggests that ‘textbooks tend to portray relatively few

females and these mostly in traditional female roles such as mother, teacher or nurse

… most curricula neglect almost entirely the contributions that women have made to

our culture and civilization.’ In an Irish context, Ward (1991, pp. 4-5) has noted that

‘in the case of history textbooks, it is only when the extent of women’s relegation to

the footnotes is clearly seen, that the urgency of the task of pointing this out becomes

apparent.’

The examination system remains the most significant variable that influences

pedagogy and practice in Irish education. The system of education in Ireland is

examinations’ driven (Points Commission, 1999). Although the NCCA recommends

that a variety of modes of assessment be employed when examining Junior Certificate

courses, the reality is that the majority of courses, such as history, are examined by

terminal written examinations (NCCA, 1999).

Gender bias in examinations remains a variable in spite of rhetoric supporting gender

equality. Gender bias in examinations may be identifies in the construction of papers;

9

awareness of the relative experience of girls and boys; and expectations about the

different capabilities of boys and girls. The power of examinations to shape the

curriculum and dictate which aspects will be assessed is increasingly being recognised

(Stobart, Elwood and Quinlan, 1992).

The question of teacher-student interaction is also closely bound up with the whole

notion of gender equality in schools. Research suggests that males generally have a

disproportionate share of contributions in whole class interaction because teachers

select them more and because they create the conditions to facilitate this (Drudy and

Ui Cathain, 1999). Although this inequity will not necessarily have an impact on

academic performance, it may exert an influence on learning strategy, public

confidence and gender divisions (Howe, 1997).

Considerable research has been carried out on teacher-student reaction and gender in

the context of Irish schools. In a study of classroom interaction in an Irish community

school setting, Cronin (1985) found that male pupils dominated in male teachers’

classes, while female pupils dominated in female teachers’ classes. In a subsequent

ethnographic study, Buckley (1988) found greater teacher interaction with male

pupils, partly due to the greater demands placed on teachers by boys. Teachers,

however, were not conscious of discriminating in favour of boys. In a study of Irish

second level trainee teachers, it was found that boys were asked significantly more

questions than girls (Ni Chartaigh and Harrison, 1988). The issue of teacher-pupil

interaction is extremely significant as research suggests that teacher encouragement of

pupils has a notable impact on subject take-up and exam performance. This is

especially true for girls (Hannan et al., 1996).

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1.5 Issues Surrounding the Teaching of Gender Equality

Research into the teaching of gender equality suggests that there is a low level of

awareness of gender equality among classroom teachers. Professional education

associations rarely feature major speeches on gender equality, and workshops on

gender equality are usually attended by those already committed to the issue. Articles

on gender equality are not a priority in the educational media, although considerable

research has been commissioned over recent years in this field, mainly in response to

the emerging gender gap in examination performance. Commercial publishers tend

not to publish gender equality materials for classroom teachers because of the narrow

market, and many teachers are unaware of existing resources. Although there has been

an increase in the supply of these materials, the demand has not grown (Sanders,

1996).

Achieving gender equality in the classroom, the school and the wider educational

community will necessitate a re-evaluation of existing policies and practices. It will

also be necessary to identify the objectives of the education system and relevant

stakeholders and practitioners. It is necessary also to have a commitment to reform in

the area of initial teacher training and ongoing professional development, as well as in

curriculum planning and implementation.

1.6 The Professional Development of Teachers and the Promotion of Gender

Equality

Investment in and commitment to the promotion of gender equality necessitates a re-

appraisal of the issue of continuous professional development (CPD) of teachers. The

issue of the continuous professional development of teachers is widely regarded as a

11

priority for government and policy makers, both because of the ongoing and profound

change witnessed across schools (Tuohy and Coghlan, 1997, p. 65) and because of the

need to protect the professional status of teachers (Coolahan, 1993, p. 9). The stressful

climate in which teachers work, particularly in light of the pressure of terminal

examinations, militates against teachers’ willingness to explore new teaching

methodologies (Hargreaves et al., 1996). The isolation inherent in the profession also

reduces opportunities for collaboration and experimentation (Lortie, 1975).

Ongoing CPD for teachers is fundamental to the promotion of ongoing critical

evaluation in the areas of curriculum and pedagogy, teaching methodologies and the

promotion of reflective practice. As Hargreaves and Fullan highlight ‘the teaching

profession must become a better learning profession’ (Hargreaves and Fullan, 1998, p.

83). Gender equality in the classroom will continue to be marginalized unless teachers

are encouraged to actively engage in their practice. The benefit of reflective practice

to teacher development and to the profession generally is widely acknowledged

(Schon, 1987; Schon, 1996). The promotion of reflective practice includes critical

appraisal of teaching methodologies, teaching and learning resources, evaluation and

assessment procedures and the use of textbooks, all of which are fundamental to the

promotion of gender equality, both within the formal and hidden curriculum.

12

1.7 References

Arnot, M., David, M. and J. Weiner, (1999) Closing the Gender Gap: Postwar

education and social change, Cambridge: Polity Press.

Buckley, T. (1988) The Reinforcement of Gender Roles in a mixed Primary School

Classroom, M. Ed. Thesis, St. Patrick’s College, Maynooth.

Commission on the Points System, (1999), Final Report and Recommendations,

Dublin: Stationery Office.

Coolahan, J. (1993) 'Professionalism in Context' in Swan, D. and M. Leydon,

Teachers as Professionals: Proceedings of a Seminar of the Standing Committee of

Teacher Unions and University Departments. Dublin: Standing Committee of Teacher

Unions and University Departments of Education.

Cronin, A. (1985) ‘Gender Differences in the Irish Classroom – A Study of the In-

school Effects of Co-education’, Unpublished M.A. Thesis, Institute of Education:

London.

Department of Education, (1992). Green Paper, Education for a Changing World

Dublin: Stationery Office.

Department of Education, (1995). The White Paper, Charting Our Education Future

Dublin: Stationery Office.

Drudy, S., and M. Ui Cathain, (1999) Gender Equality in Classroom Interaction

Ireland: National University of Maynooth.

Ekstrom, R., (1979) ‘Intervention Strategies to reduce sex-role stereotyping in

education’ in Hartnett, O., Boden, G, and M. Fuller, Sex-Role Stereotyping. London:

Tavistock Publications.

Elwood, J. and K. Carlisle, (2003). Examining Gender, NCCA: Dublin.

13

Epstein, D., Elwood, J., Hey, V., and J. Maw, (1998) ‘Schoolboy frictions: feminism

and “failing” boys’, in: Epstein, D., Elwood, J., Hey, V., and J. Maw (eds.) Failing

Boys? Buckingham: Open University Press.

Griffin, C. (1998) ‘Representations of youth and the “boys’ underachievement”

debate: just the same old stories?’ Paper presented at ‘Gendering the Millennium’

International Conference, University of Dundee, 11-13 September.

Hannan, D., Smyth, E., McCullagh, T., O’Leary, R., and D. McMahon, (1996).

Coeducation and Gender Equality, Dublin: Oak Tree Press.

Hargreaves, A. and M. Fullan, (1998), What’s worth fighting for out there? Toronto,

ON: Ontario Public School Teachers’ Federation.

Howe, C. (1997) Gender and Classroom Interaction, Edinburgh: The Scottish

Council for Research in Education.

Kellaghan, T., Fontes, P.J., O’Toole, C., and O. Egan, (1985), Gender Inequalities in

Primary-School Teaching, Dublin: Educational Company.

Lewis, M. and T. Kellaghan, (1993), Exploring the Gender Gap in Primary Schools,

Dublin: Educational Research Centre.

Looney, A. and M. Morgan, (2001) ‘A Gendered Curriculum? An Investigation of

Some Aspects of Curriculum Provision in Post-Primary Schools’, Irish Educational

Studies, Vol. 20, Spring.

Lortie, D. (1975) The School Teacher: A Sociological Study, Chicago: University of

Chicago Press.

Lynch, K. (1987) The Universal and Particular: Gender, Class and Reproduction in

Second-Level. Dublin: University College Dublin, UCD Women’s Studies Forum:

Working Papers.

14

Lynch, K. (1989) The Hidden Curriculum: Reproduction in Education, a Reappraisal,

London: Falmer.

Lynch, K. (1989) ‘The Ethos of Girls’ Schools: An Analysis of Differences between

Male and Female Schools’, in Social Studies Vol. 10-Nos. 1-2, pp. 1-31.

Lynch K. and A. Lodge, (2002), Equality and Power in Schools, London:

Routledge/Falmer.

Ni Chartaigh, D. and R. Harrison, (1988) ‘A Training Instrument for Use in Pre-

Service Microteaching Courses Designed to Promote Equity in the Quality of Teacher

Interaction with Girls and Boys’, pp. 315-323 in P. Hubner (ed.) Teacher Education

and Training in Europe: Present Challenges and Future Strategies, Berlin: Free

University of Berlin.

Sadker, M. and D. Sadker, (1980), ‘Sexism in teacher education texts,’ Harvard

Education Review 50 (1) pp.36-46.

Schon, D. (1987,1996), Educating the reflective practitioner: Toward a new design

for teaching and learning in the professions. San Francisco: Jossey-Bass, Inc.

Smyth, E. (1999) Do Schools Differ? Academic and Personal Development among

Pupils, Dublin: Oak Tree Press

Stobart, G., Elwood, J. and M. Quinlan, (1992) ‘Gender bias in examinations: how

equal are the opportunities?’ British Educational Research Journal, 18 (3) pp. 261-

276.

Tuohy, D and D. Coghlan, (1997) ‘Development in Schools,’ in Educational

Management and Administration, Vol. 25 (1) pp. 65-77.

Yates, L. (1997) ‘Gender equity and the boys debate: what sort of challenge is it?’ in

British Journal of Sociology of Education, 18, pp. 337-347.

15

Ward, M., (1991) The Missing Sex: Putting Women into Irish History, Dublin: Attic

Press.

Weiner, G., Arnot, M., and M. David, (1997) ‘Is the future female? Female success,

male disadvantage, and changing gender patterns in education,’ in Halsey, A.A.,

Brown, P., Lauder, H. and A. Stewart-Wells, A. (eds.) Education, Culture, Economy

and Society, Oxford: University Press.

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Chapter Two Experiences and Attitudesof Pre-service History Teachers (H.Dip.Ed. Students)

13

Chapter Two: Experiences and Attitudes of Pre-service History Teachers (H.Dip.Ed. Students) 2.1 Overview

It was decided that the experiences and attitudes of pre-service history teachers would

be relevant to this study for a number of reasons. Firstly, it would be possible to

examine their reflections on being taught history, and whether or not they believed

they experienced a gender-balanced curriculum. Secondly, it would be possible to

make observations on whether or not they expected to adopt the teaching ‘style’

which they had experienced as pupils. Finally, it would be possible to establish

whether pre-service teachers embraced the concept of a gender-balanced history

curriculum, or were hostile to this concept.

This adds a distinctive dimension to the study, as it is unusual for the views of pre-

service teachers to be sought in studies of teachers’ professional experiences. This

added dimension makes it possible to examine the degree to which pre-service

teachers model their teaching on the teaching methods that they experienced whilst at

school. With reference to resourcing, the study compares the variety of resources

used in classes given by pre-service teachers with those used by experienced teachers.

Most significantly, the inclusion of data on pre-service teachers makes it possible to

comment on the level of awareness of gender perspectives in the delivery of the

curriculum in pre-service and in-career teachers.

2.2 Sample

The research was carried out using a convenience sample of students taking the

Higher Diploma in Education at University College Dublin, in the academic year

18

2003-2004. The students had been educated at schools throughout the country.1

Given that they were planning to pursue careers as history teachers, it was expected

that they would be well suited to reflecting on their own experience of being taught

history. There were forty-six respondents: twenty were male and twenty-six were

female. They were undertaking teaching practice in history at a range of schools. The

majority of respondents were teaching at single-sex female secondary schools (41%),

whilst 35% were teaching at single-sex male secondary schools and the remaining

24% were teaching at mixed-sex schools. Of these schools, 15% were designated

disadvantaged. The students volunteered to participate in the study, and completed a

questionnaire that had been piloted on the H. Dip. Ed. Class of 2002-2003.

This section of the research project was ancillary to the main task of conducting a

national survey of practitioners, but was nonetheless useful. It provides some insight

into the priorities of pre-service teachers, and their ability to reflect on their learning

and their teaching2.

2.3 Findings (a) The experience of being taught Junior Cycle history The majority of respondents (66%) had taken the Junior Certificate history

examinations whilst at school, and therefore had experienced being taught the

curriculum. The curriculum had been delivered by both male and female teachers:

43% of respondents were taught by male history teacher only; 26% were taught by

1 In Ireland, the allocation of places on the H.Dip.Ed. in NUI colleges is coordinated centrally, and student teachers may be allocated a place at a college away from their home. As a consequence, the student cohort at UCD is not made up exclusively of Dublin residents: the H.Dip.Ed. sample represented pre-service teachers who had been educated in Galway, Limerick, Monaghan, Louth, Cavan, Longford, Kerry, Dublin, Wexford, Tipperary, Laois, Kildare, Westmeath and Donegal. 2 See Appendix A for a copy of the questionnaire administered to the H.Dip.Ed. cohort.

19

female history teachers only, and 31% were taught by both male and female history

teachers.

The resource in regular use in the history classes was the textbook. The respondents

had been taught without any use of the following resources: slides, computers,

internet access, DVDs, and CDs. It was expected that I.T. related resources would not

have been in common usage in the period in which the respondents were taking Junior

Cycle history. However, the use of resources other than the textbook was limited. The

term ‘regular’ indicated the use of the resource at least once in every four lessons.

Whilst the respondents were taught via the regular use of the textbook in class (40%),

they had also experienced the use of some other teaching resources such as TV/videos

(23%): maps/charts (22%); photographs (11%); documents (11%); the overhead

projector (8%), and facsimile materials/resource packs (4%). Fig.2.1 outlines this

information.

40

23 22

11 11 84

05

10152025303540

Valu

e in

Per

cent

age

Textbooks

TV/Videos

Maps/Charts

Photos

Documents

OHPFac./Resources

H.Dip.Ed. Students' Experience of Teaching Resources

Fig. 2.1: H.Dip.Ed. Students’ Experience of Teaching Resources

20

(b) The experience of teaching history and the development of a teaching ‘style’

The study examined how pre-service teachers taught history during the H.Dip.Ed.

year. Whilst every teacher develops his or her own teaching style, it is recognised that

newly beginning teachers ‘draw on the models of teachers [they] experienced as a

student’ (Dean: 1996, 53.) Typically, inexperienced teachers have only a limited

number of styles on which to model themselves, and they select from the styles that

suit their personality. As they become more confident, their styles become more

individual and personal (Dean: 1996, 55). Whilst it was beyond the scope of this

study to analyse closely the teaching styles that the pre-service teachers developed, it

is reasonable to assume that they were representative of the teaching styles commonly

identified in large-scale studies of teaching styles, and that these commonly identified

styles were, in turn, representative of the teaching styles to which they had been

exposed as pupils.

Barnes et al. (1987) identified three different teaching styles: closed (a formal,

didactic style with little or no negotiation between teachers and pupils); framed

(where an overall structure for a class is given by the teacher, but there is room for

pupils’ contributions) and negotiated (where teachers and pupils largely negotiated

the content and activities between themselves) (Cohen et al., 1996: 196-97). Given

that teachers operate within the limits of a formal curriculum, there is little

opportunity for adopting a negotiated style. The notion of framing is found to be

useful in understanding teacher behaviour in this study. It is a notion that dates back

to the work of Bernstein in the 1970s. He argued that ‘framing referred to the degree

of control’ that teachers and pupils had over the selection, organisation and pacing of

curricular knowledge. Weak framing ‘ceded a great deal of control’ to teachers and

21

pupils; strong framing offered little opportunity for control (See Cohen et al., 1996:

197).

In this study, it is found that the majority (53%) of pre-service teachers adopted a

framed style insofar as they designed their lessons to extend the formal curriculum to

embrace teaching about the experiences of men and women, and these pre-service

teachers had experienced similar teaching which had made them equally aware of the

experiences of men and women (53%). However, there was a significant difference in

the range of resources experienced by pre-service teachers when they were pupils (as

listed above) and the range which they now use in their own lessons.

(c) Resources used by pre-service teachers

The research indicated the types of resources commonly used in history classes by

pre-service teachers. The text book remains an important vehicle for the delivery of

the syllabus (54%). However, other sources are also in regular use (see Fig. 1.2).

This suggests greater availability of technology in schools, and a willingness among

pre-service teachers to incorporate the use of equipment into their classes. The results

indicated that respondents make significant use of TV/Video (77%); some use of

overhead projectors (37%); and limited use of 24% the internet (24%), DVDs (12%)

and CDs (5%). The respondents were not only making use of the resources they had

experienced as pupils, but also greater use was being made of these resources such as

maps/charts (27%); photographs (21%); facsimile materials (11%); documents (7%)

and resource packs (5%).

22

Resources Used by Pre-service Teachers

26%

37%

24%

12%

5%

27%

21%

11%

54%

7%5%

0%

10%

20%

30%

40%

50%

60%

TV/VideoOHP

Internet

DVDsCDs

Maps/c

harts

Photographs

Facsim

ile m

ateria

ls

Text b

ook

Documen

ts

Resource

packs

Fig 2.2: Resources Used by Pre-Service Teachers

The ease with which respondents have adapted to using such a variety of teaching

resources may be due to the increased availability of resources at their schools, and to

the fact that they have access to the Education Resource Centre (UCD) during the

H.Dip.Ed. year. It is also important to recognise that H.Dip.Ed. students and Newly

Qualified Teachers (NQTs) may experiment with resources in order to establish their

preferred teaching methods. In addition, H.Dip.Ed. students may incorporate the use

of a variety of resources into their lessons in response to the expectations of their

lecturers and supervisors. A longitudinal study of history teachers and their use of

23

resources in the classroom would provide a more complete picture of the nature of

change over time.

2.4 Gender awareness The respondents indicated the degree to which their history teachers had made them

aware of the experiences and contributions of men and women, during the delivery of

the curriculum. Female respondents were more likely to have been made equally

aware of the contributions and experiences of women and men (43%), whilst this was

the experience of 27% of male respondents. A total of 25% of all respondents

reported that they were rarely made aware of the experience of women whilst they

were studying history at school.

The questionnaire then invited respondents to give some information on their own

delivery of a gender-balanced curriculum. A total of 71% indicated that they made

their pupils equally aware of the experiences and contributions of both men and

women. They were in agreement that the contributions and experience of men were

given adequate attention in the text books (98%). By contrast, 55% considered that

the contributions and experience of women were given adequate attention in the text

books.

The respondents were aware of the junior certificate history examinations from two

perspectives: many of them had taken this examination (66%) and all were teaching

the Junior Cycle history curriculum and had studied the NCCA guidelines for teachers

and seen sample past-papers. There was strong agreement that the contributions and

experience of men were given adequate attention in the junior certificate examinations

24

(95%). On the other hand, 57% of respondents considered that the examinations did

not give adequate attention to the experiences and contributions of women.

As noted above, pre-service teachers rely significantly on the use of the text book in

the delivery of the curriculum. They expressed a significant lack of satisfaction with

text books, with 93% indicating that there was a need to revise the text books to

include greater focus on the contributions and experience of women. In addition, over

half of the respondents indicated that there was a need to revise the text books to

include greater focus on the contributions and experience of men (54%). The

respondents had similar views concerning the need for more resource packs,

videos/DVDs, facsimile materials and photographs. Whilst the need was expressed

with reference to teaching about both women and men, respondents indicated a

greater need for all of these resources to reflect the experiences and contributions of

women in the past.

Given that the text book is a key resource, it is significant to note the low level of

satisfaction with gender equality in history books, and the sustained demand for new

resources. The findings echo those of a study into the integration of gender in school

geography, which found that there was a great need for a substantial body of relevant

resources for teachers in order for them to integrate gender issues into the teaching of

geography.3

3 See Claire Lane, ‘The integration of gender in school geography’ in John Coolahan (ed.), Teacher Education in the Nineties: towards a New Coherence: Proceedings of the 15th Annual Conference of the Association for Teacher Education in Europe, Limerick, 1990.

25

2.5 Deciding what to teach

During teaching practice on the Higher Diploma in Education, pre service teachers

have limited control over what they chose to teach in class. They work with a co-

operating teacher, and typically they take a lead from this teacher as to which topics

or themes they should teach. However, in designing their lesson plans, they make

decisions about the learning objectives that they prioritise, and they have room to

develop their own teaching style. There is a likelihood that pre-service teachers will

rely on knowledge that is known variously as ‘recipe knowledge’ or ‘craft wisdom’,

and they will favour sources of knowledge close to them.4 It is at this point that pre-

service teachers may revert to teaching ‘the way they were taught’.

At a structural level, however, it is important that the student teacher develops a raised

awareness of issues such as sex stereotyping in the curriculum. Cohen, Morrison and

Manion (1996) argue that the student teacher needs to consider whether ‘equal

numbers of women and men are portrayed in resource materials’ and also alert the

student teacher to ‘review materials before they are used’ in order to avoid gender

bias.5 The student teacher can also make a decision to ‘counter-teach’: that is,

deliberately select resources that raise pupils’ awareness of gender bias. Cohen,

Morrison and Manion (1996: 253) suggest that this may be done by using more books

and media that raise gender issues, and by using materials that portray women and

men in non-traditional roles.

4 See Ciaran Sugrue, ‘Teachers’ knowledge as both the lock and the key to professional development and planned change in the nineties: testing a proposed framework’. In John Coolahan (ed.), Teacher Education in the Nineties: towards a New Coherence: Proceedings of the 15th Annual Conference of the Association for Teacher Education in Europe, Limerick, 1990. 5 Louis Cohen, Lawrence Manion and Keith Morrison, A Guide to Teaching Practice. (Fourth Edition, London, Routledge, 1996) p. 253.

26

In our review of what pre-service respondents chose to teach in their history classes, it

was found that they made decisions about what to teach based on (1) their desire to

widen pupils’ knowledge of history; (2) the level/ability of their pupils, and (3) the

probability that the topic being taught would be included for assessment in the junior

certificate examination. It may be reasonably inferred that the content of History

Methods lectures and workshops for pre-service teachers can have a direct impact on

encouraging student teachers to supplement the text book with additional material that

will either ‘counter-teach’ the inherent gender bias in the formal curriculum, or widen

pupils’ knowledge about women and men in the past. In this way, newly beginning

teachers can ‘break the cycle’, and deliver a balanced curriculum that includes the

roles of both men and women in the historical narrative. The particular role of in-

career development for NQTs is therefore a key to bringing about change and

addressing gender imbalance. Education partners such as this research team

(UCD/TCD) have a unique and very significant contribution to make to such in-career

development.

27

References

Bernstein, B., (1971) ‘On the Classification and Framing of Educational Objectives’

in M.F.D. Young (ed.) Knowledge and Control. Basingstoke: Collier-MacMillan.

Cohen, L., Morrison, K., and L. Manion, (1996) A Guide to Teaching Practice.

(Fourth Edition) London: Routledge.

Coolahan, J., (ed) (1990) Teacher Education in the Nineties: Towards a New

Coherence: Proceedings of the 15th Annual Conference of the Association for Teacher

Education in Europe. Limerick: ATEE.

Dean, J. (1996) Beginning Teaching in the Secondary School. Open University Press:

Milton Keynes.

28

Chapter Three Analysis of Research Data on Junior Cycle Textbooks

17

Chapter 3. Analysis of Research Data on Junior Cycle Textbooks 3. Textbook Research

This chapter summarises the findings of our analysis of textbooks used in the Junior

Cycle History curriculum. Both questions and illustrations were examined. The aim of

the research was to produce a comprehensive gendered analysis of all texts used in the

study of History at Junior Cycle level.

3.1 Introduction to Textual Analysis

Textbooks are the main learning resource used by teachers and the primary resource

that all students use6. Thus, an important part of this research project was the analysis

of textbooks used for the period, 1992-2002.

Fifteen texts were analysed in total, including the most popular series of textbooks, as

well as any that would be available to be used by teachers in the specified time

period7. The texts were analysed in two key ways: first, in terms of the types of

questions that were asked in each chapter or section; and second, in terms of the

illustrative material that they contain, encompassing photographs, maps, reproduction

of propaganda and any other visual images used in the texts.

3.2 Methodology

A research template was designed to both represent the information and to assist the

classification of the data by the researchers. This methodology offered the advantages

6 Textbooks were judged by the team to be the primary teaching and learning tool used in the Junior Cycle History course, a fact borne out by the National Questionnaire in which it was found that 97% of teachers surveyed used textbooks in their teaching. 7 All fifteen texts were later verified in the National Questionnaire as being currently used by teachers

30

of being able to extract the data in tabular format and to calculate statistical

information that further highlights the results of the research. Different types of tables

were used to highlight our data. In addition, detailed files for each text were produced,

along with abbreviated tables, pie charts and bar charts to represent the final data. The

methodology also included detailed statistical analyses of the data collected.

3.3 Textual Analysis: Questions

There are a number of possible approaches to analysing gender perspectives

prevailing in Junior Cycle History textbooks. For example, content analysis can

include word counts of gendered language and a gendered analysis of the topics

chosen in the books. However, we decided to analyse the questions asked in these

textbooks, which generated clear data on what the student is being asked to learn.

Questions are extremely important in the context of textbooks for two reasons: first,

because they highlight what is deemed to be the most important information in the

chapter; and second, because these questions are primarily used by teachers for

homework purposes and therefore influence the information that the student will

highlight and retain from each chapter or section.

3.4 Methodology

In order to produce a gendered analysis of the textbooks in relation to their questions,

it was necessary to quantify how men and women were represented in questions and

the types of questions asked about them. To this end the following categories were

created under which the questions would be designated:

31

‘Male’

‘Female’

‘Male and Female’

‘Other’

3.5 Definitions of Categories

Male: This category was used to encompass questions that either named specific male

individuals or specific male groups.

For example: “What did Neville Chamberlain declare he had achieved in his talks

with Hitler?”

Female: This category was used to encompass questions that either named specific

female individuals or specific female groups.

For example: “When was Countess Markievicz born?”

Male and Female: This category was used to encompass questions that either named

specific men and women together, or specific groups that had male and female

membership, or asked about “people”.

For example: “Name the rulers that sponsored the voyage of exploration undertaken

by Columbus.”

Other: This category was used to encompass questions that did not have a gendered

nature, and were about either specific events or about objects, inventions or buildings.

For example: “Give two reasons why linen production boomed after the Ulster

plantation.”

32

Thus, for each textbook, the following template was designed:

Chapter No.

Male Female Male and Female

Other Total

1

3

0

1

4

8

2

2

0

0

4

6

3

3

1

2

5

11

Table 3.1: Sample of Research Template

This system ensured efficiency and provided accessibility. More importantly,

however, it created standard categories for each text in the study, which ensured

consistency in the classification of all data across all texts.

3.6 Summary Findings

The total number of questions analysed in the study was 11,019. The category

breakdown was: Male, 3,846; Female, 212; Male and Female, 1,687; and Other, 5274.

33

The following chart shows the percentage breakdown of the above data:

Breakdown of Questions by Gender Category

Other49%

Male and Female

16%

Male33%

Female2%

Male

Female

MaleandFemale

Other

Fig 3.1: Breakdown of all questions by category

Taking a nuanced breakdown of this data, if the questions are analysed in terms of

gender only, the gender imbalance is highlighted to an even greater extent. By

removing the non-gendered questions from the analysis, it is evident that questions

relating to males far outnumber those relating to females, or males and females

together. In such an analysis, questions on males amount to 67% of the total

questions. In stark contrast to this, questions on females amount to 4% of the total

questions, a ratio of almost 17:1 between questions on males and females. Questions

on males and females amount to 29%, giving a ratio of over 2:1 between questions on

males and questions on males and females together. Fig. 3.2 below outlines this

information.

34

Nuanced Breakdown of Questions by Gender Category

Male67%

Female4%

Male and Female

29%

Male

Female

MaleandFemale

Fig 3.2: Nuanced breakdown of questions by gender

Across the fifteen texts average results were calculated for questions in each chapter

or section relating to each category. The following table shows the results in each

question category in terms of the lowest and highest average percentage of questions:

QUESTION CATEGORY

LOWEST % OF QUESTIONS

HIGHEST % OF QUESTIONS

Male 23.78% 46.62%

Female 0.29% 7.16%

Male and Female 6.73% 25.48%

Other 33.44% 60.59%

Table 3.2: Lowest and highest percentage of questions by category

35

3.7 Other Data

In addition to the analysis of the texts in relation to questions, the Contents Pages and

the Index Pages of the texts were also analysed8. This was to determine whether or

not gender perspectives were reflected in the organisation and referencing of the data

contained in the texts.

3.7 (i) The Contents Page

The Contents Page in each text provides the reader with a breakdown of all the

chapter titles, which have been chosen to highlight the most important information

contained in the chapters themselves. As such, it is necessary to analyse them in a

similar manner to the questions, to elucidate their gendered nature. The same

categories of analysis were used, i.e. Male, Female, Male and Female, and Other.

They were analysed according to the language used to describe the chapter.

Out of 667 chapter or section titles analysed from the contents pages of the fifteen

texts, the breakdown by category was: Male, 93 (13.94%); Female, 8 (1.20%); Male

and Female, 40 (6.00%) and Other, 526 (78.86%). What can be inferred from this data

is that the vast majority of chapters are given neutral headings that neither apply to

nor refer to either gender, singly or together. However, this does not correlate with the

data on the questions, indicating that whilst the nominal topic or theme of the chapter

is represented as gender neutral, the types of questions asked, and thus the information

highlighted, is not gender neutral.

8 Very few texts contained indexes, whilst all had a contents page.

36

3.7 (ii) The Index Pages

The Index Pages detail the individual names of key historical figures as well as

general concepts and terms. It is thus very important to analyse the gendered aspect of

the Index as this has relevance both to the content of the text, and to what is deemed

the most important information to require referencing, whether that is about a person

or a concept. A variation on the categories used previously was adopted, with index

references being divided into the following sections: Men by Name; Men by Group;

Women by Name; Women by Group; Men and Women/ Mixed Groups; and Other.

Of the six texts that had indexes, the total amount of references were 1,757, and the

following table shows how they were broken down by category:

Category Amount of References

Percentage of Total References

Men by Name 509 28.97%

Men by Group 85 4.84%

Women by Name 48 2.73%

Women by Group 12 0.68%

Men and Women/ Mixed Groups

99 5.63%

Other 1004 57.14%

Table 3.3: Breakdown of Indexes references

This breakdown shows that there are similar trends across the textbooks in terms of

the proportionate amount of references about men: there are over a third of references

specifically to men. There are similar rates of references made to women also as

37

appear in the textual and illustrative material analyses, showing a correlation between

the gender referencing and the actual data in the textbooks.

3.8 Conclusion

The data indicates that one third of the questions in the texts of questions that relate to

males, whilst questions that relate to women are dismally low at 2% of the total

questions. Even if one considers the argument that women’s history is generally a part

of social history, which makes up only part of the course, there is still a vast gap

between the number of questions asked about men and those about women, which

indicates a gender imbalance in the kinds of questions being asked in Junior Cycle

history textbooks. This gender imbalance is consistent across the time period 1992 –

2002 and across all revised editions of the textbooks, thus demonstrating that the

curriculum commitment to gender equality and the discoveries made in women’s

history have not been incorporated into the production of Junior Cycle history

textbooks.

There are two significant issues relating to the issue of language in the textbooks.

First, there are certain questions about women that are clearly biased. For example,

there was a question asking what were the faults of Marie Antoinette, whilst no

similar question is asked about her husband. Another question on this topic asks the

student to name (a) Louis XVI’s main palace and (b) his queen. Marie Antoinette is

thus presented as though she were a commodity/possession of the king’s on equal

terms with his palace.

38

Second, there is a tendency in the textbooks to ask questions that appear to be gender

neutral, but when analysing the information a student would use to answer the

question, the highly gendered nature of the information is highlighted: only

information on men is provided. Related to this second issue is that of the use of

gender neutral or gender inclusive language. The more recent textbooks use

formulations such as his/her or he/she when asking questions at the end of chapters or

sections, but the information that is contained in the body of the text often does not

offer equal information on male and female experience, either separately or together.

For example, a question from one of the texts might ask a student to: “Name a

Renaissance painter and one of his/her works”. There is only one text out of the series

of fifteen that details the lives and works of female Renaissance painters, thus a

student cannot help but give information only on men9. The use of this gender

inclusive language appears empty without the adequate information to answer the

question in a gender inclusive manner.

3.9 Textual Analysis: Illustrative Material

An important part of every textbook is the visual content contained in each chapter or

section. It serves to highlight information, and is often used in texts as a form of

supplementary data to the main body of the written text. For this reason it is important

to analyse the visual content in terms of gender and the kinds of images shown.

3.10 Key Terms

The term used to describe the visual content in textbooks in this report is ‘Illustrative

Material’ as this encompasses all types of visuals as well as indicating that they are

9 The text that contains information on this topic ranked as the 4th most popular textbook

39

used in a complementary and supplementary way to the main text. Examples of

illustrative material used in the texts were: photographs, advertisements, political

cartoons/propaganda, artists’ impressions, art (paintings, sculptures), and maps.

In order to produce a gendered analysis of the illustrative material in the textbooks, it

was necessary to define how men and women were represented in the illustrations.

For this purpose categories of analysis were used to describe the content of the

Illustrative Material. These are called Representation Codes and in total there were 24

different codes. The categories were determined in reference to the illustrations in the

texts to be analysed.

The following is a comprehensive list of all codes used:

Representation Code (Number)

Definition (Person/s presented)

1 Within a domestic setting

2 As political leaders

3 As religious/spiritual leaders, or In religious setting or context

4 As women's rights activists/leaders

5 As education leaders

6 As sporting figures

7 As popular culture figures or in such a setting

8 As legal figures

9 As economic/business figures

10 Artists

40

Representation Codes

(Number) Definition (Person/s presented)

11 Within propaganda

12 Social/political activists

13 As politicians

14 As monarchy or nobility

15 Within a science/medicine/ technology context

16 As geographical explorers

17 As subjects of art

18 Within a generalised public setting

19 In industry

20 In agriculture

21 As immigrants/emigrants/migrants

22 In a military or war context

23 As wife or partner of

Other Any non-gendered illustrative material

Table 3.3: List of representation codes

41

3.11 Methodology

The illustrations were analysed in three categories:

(i) In relation to the size of the illustration, determined as being small, medium and

large.

Small illustrations were defined as those that measured ≤ 2.5 inches x 2.5 –3 inches.

Medium illustrations were defined as those that measured ≤3.5 x 3.5.

Large illustrations were defined as those that measured anything in excess of the

above measurements.

(ii) In relation to the gender represented in the illustration – ‘Male’ or ‘Female’ or a

combination of ‘Male and Female’. The categorisation ‘Other’ was used to describe

any illustration that could not be defined as gendered. The categorisation of the

illustrative material followed the same rationale and application as that used in the

categorisation of the questions in the textbooks.

(iii) Defining the context of the illustrations. These Representation Codes were

applied in the same way throughout the fifteen texts.

42

3.12 Summary Findings

(a) Total Breakdowns of Data

A total of 5,878 illustrations were examined. The following chart represents a

breakdown of the Illustrative Material according to gendered category:

2482

356

791

2249

0

500

1000

1500

2000

2500

3000

Male Female Male andFemale

Other

Fig 3.3: Breakdown of total illustrative material by gender

Similar to the analysis of the questions in the texts, average results were calculated for

Illustrative Material in each chapter or section relating to each category by gender.

The average number of questions relating to each gender category was: Male,

43.42%; Female, 6.40%; Male and Female, 13.66%; and Other 36.53%.

43

The following table shows the results in each category in terms of the lowest and

highest average percentage of illustrations:

Illustrative Material Gender

Category

Lowest Average % of Illustrative Material

Highest Average % of Illustrative Material

Male 22.70% 56.35%

Female 2.49% 17.30%

Male and Female 4.86% 17.96%

Other 19.34% 65.75%

Table 3.4: Lowest and highest average percentage of illustrative material by category

(b) Breakdown by Size of Data

As a total of all the textbooks examined, 70% of all Illustrative Material was of the

small size, 24% were medium size, and 6% were large size. The following charts

show the breakdown of Illustrative Material by size category:

1. Small Size Illustrative Material

Breakdown of Small Size Illustrations by Gender

Male 71%

Female9%

Male and Female

20%

Male

Female

MaleandFemale

44

Fig 3.4: Breakdown of small size illustrations by gender

2. Medium Size Illustrative Material

Breakdown of Medium Size Illustrations by Gender

Female7%

Male64%

Male and Female

29%

Male

Female

MaleandFemale

Fig 3.5 Breakdown of medium size illustrations by gender

3. Large Size Illustrative Material

Breakdown of Large Size Illustrations by Gender

Male52%

Male and Female

45%

Female3%

Male

Female

Male

Fig 3.6: Breakdown of large size illustrations by gender

45

3.12 Conclusion

Given the fact that small size is predominant, it is noteworthy that men are seven

times more represented than women in this category. Men are also over seven times

more represented than women in the medium size illustrations, and over 17 times

more represented than women in the large size illustrations.

When analysing the Illustrative Material it also became apparent that the type of

language that is used to describe women is not adequate in crediting them with their

full achievements. For example, in one text there appears a photograph of Maud

Gonne, with the caption stating that she was the mother of Sean McBride, which is a

historical fact, but nevertheless not a description of her only role or significance in

Irish history. Rather it emphasises the stereotyped role of an Irish mother instead of

her important role as an activist, a revolutionary and a prominent public figure.

This stereotypical representation was also found in textbooks in the artist’s

impressions of a particular era. For example, in one text there is an artist’s depiction

of a Celtic family showing a scene where the mother is putting on make-up at a

primitive dressing table.

46

Chapter Four Analysis of Research Data on JuniorCertificate Examinations

27

Chapter 4. Analysis of Research Data on Junior Certificate Examinations

4. Introduction

This chapter provides an analysis of the examination papers for Junior Cycle History

at both Ordinary and Higher Level in the period 1992-2002. Following the methods

and information presentation used in the previous chapter, this chapter details the

methodology and the overall results of the analysis.

4.1 Methodology

Because the Junior Certificate Examination for History has two levels, Ordinary and

Higher, both levels were analysed by the researchers for the period 1992 –2002. The

most significant difference in the Ordinary and Higher Level Exam Papers is that the

Higher Level contains two extra sections requiring more in-depth answers from the

student, thus it is not only a longer exam, but also one that requires greater knowledge

on certain areas of the course.

The questions and the illustrative material was analysed fully at both levels and the

same categories were used as for the textbooks, i.e., ‘Male’, ‘Female’, ‘Male and

Female’ and ‘Other’. Also, the same Representation Codes were used to classify the

visual images that appear in the exam in the “Sources” supplement. Continuing the

methods used in the textual analysis ensured a consistent and systematic approach by

linking the analyses of the textbooks and exam papers under the same methodology

and criteria. Combined with this gendered analysis of the questions and illustrative

material in the exam papers the researchers added another criteria to highlight more

specific information about the questions that are asked at examination level. The

48

terms “Open” and “Closed” were applied to questions, as well as the term “Non

Gendered”.

The following is a list of the definitions of terms that appear on the tables for each

year.

TERM

DEFINITION

Closed Question

A question that is framed in such a way that it is exclusive to either one gender or another

Open Question

A question that is framed in such a way that it is open to both males and females, either using the terms “male and female” or “people”.

N.G.

Non-Gendered – these questions are defined as “Other” or are not specifically about the people in the illustrations.

Table 4.1: Definitions of key terms

49

4.2 Summary Findings

(a) Ordinary Level Examination Papers

The total number of questions analysed on the Ordinary Level Examination Papers

was 536. The following chart shows the total percentage breakdown by gendered

categories of the questions asked on the Ordinary Level Examination:

Percentage Breakdown of Questions on Ordinary Level Examinations 1992 - 2002

Male and Female

20%

Male30%

Female4%

Other46%

Male

Female

MaleandFemaleOther

Fig 4.1: Breakdown of Ordinary Level examination questions by gender 1992-2002

The following table shows the numerical breakdown of these questions into gendered

categories:

Examination Questions Gender Category

Total Number of Questions

Male 161

Female 21

Male and Female 107

Other 247

Table 4.2: Total breakdown of Ordinary Level examination questions by category

50

At this level, the total number of closed questions for the period 1992-2002 was 182,

with 87.60% of those relating to males only, and 12.40% of them relating to females

only.

(b) Higher Level

The total number of questions analysed on the Higher Level Examination Papers was

858. The following chart shows the total percentage breakdown by gendered

categories of the questions asked on the Higher Level Examination:

Breakdown of Higher Level Examination Questions 1992 - 2002

Other58%

Male27%

Male and Female

14%

Female1%

Male

Female

MaleandFemaleOther

Fig 4.2: Breakdown of Higher Level examination questions by gender 1992-2002

51

The following table shows the numerical breakdown of these questions into gendered

categories:

Examination Questions Gender Category

Total Amount of Questions

Male 229

Female 10

Male and Female 117

Other 502

Table 4.3: Total breakdown of Higher Level examination questions by category

On this level examination paper, the total amount of closed questions for the period

1992-2002 was 239, with 95.56%, of those relating to males only, and 4.44% of them

relating to females only.

On the Ordinary Level there is a 3% cumulative increase in questions solely about

women. This is in proportion to the fewer sections on the papers. There were also 6%

more questions about men and women together on the Ordinary Level examination,

which suggests that it is a more gender-balanced paper. Questions solely about men

constituted 30% and 27% of the questions on the Ordinary and Higher Level papers

respectively, which shows a stable average of a third of the total questions. This figure

correlates exactly with the findings about male questions in the textbooks.

52

4.3 Illustrative Material

Illustrative material is important in the Junior Certificate Examination at both levels

because it constitutes a separate section of its own in which students are asked

questions either about the image or the time period it is from. The same methodology

was used as in the textbook analysis of illustrative material, i.e. the same gender

categories and the same representation codes were used. Our findings show

similarities on both levels of the examination, with a heavy emphasis towards non-

gendered images. However, as with the analysis of the questions in the textbooks, if

the other category is excluded, males again dominate in the images used.

4.4 Summary Findings

A total of 101 images were analysed and classified on the Higher Level examination

papers for the 1992-2002 period. On this level, the most frequently occurring codes

were: Code 2, as political leaders; Code 11, as persons in propaganda or propaganda

posters; and the Other code, which refers to illustrations and artists’ impressions of

historical buildings, artefacts and machinery.

On the Ordinary Level examination papers a total of 105 images were analysed and

classified. On this level, the representation codes that most frequently appeared were:

Code 11, as persons in propaganda or propaganda posters; Code 16, as geographical

explorers; Code 17, as subjects of art; and the Other code10.

10 See Appendix L for a detailed breakdown of which codes appeared most frequently in the analysis of illustrative material on the examination papers.

53

Both levels of the examination showed similar trends in the distribution of

representation codes, and the ‘other’ code constituted over half the images on both

levels. The research found that images of women on their own were minimal, with the

predominant type of image being either non-gendered, or of male world leaders.

4.5 Conclusion

In comparing the Ordinary and Higher Level examinations, it is important to note the

differences between the two examinations and thus the differences in the questions

asked and the depth of the answers required. At present, the extra sections of the

Higher Level examination contain longer questions on social change, which often

require information on the changes in the status of women in society in their answer.

This means that a Higher Level student may potentially know more about the status of

women than an Ordinary Level student.

On both levels of papers the use of gender neutral or gender inclusive language was

again a significant issue. Recent examination papers use this type of language, which

allows students to answer on a male or female figure in many different contexts and in

many sections of the examinations. However, this does not correspond to the

information currently available to students in their textbooks, exemplifying the gap

between official commitments to inclusivity and the lack of such currently in

textbooks.

54

Chapter Five Analysis of National Questionnaire

31

Analysis of National Questionnaire In order to ascertain the views of teachers who taught Junior Cycle history, we

distributed a questionnaire to all post-primary schools in the country, 751 schools (See

Fig. 5.2 below)11.

419

247

6916 10

50100150200250300350400450

Secondary

Vocational

Community

Comprehensive

Other

Breakdown of Schools Sent Questionnaire - 2003

Fig. 5.1: Breakdown of Schools Sent Questionnaire – 2003.

This questionnaire was piloted at the History Teachers’ Association of Ireland annual

conference in September 2003 with a sample of history teachers. The main research

was carried out in the autumn of 2003. The number of schools sent the questionnaire

reflects the number of schools in operation in the Republic of Ireland at the time of

our research.

11 See Appendix B for a copy of the national questionnaire.

56

Each school was telephoned in advance of being sent the questionnaire to ascertain

the name of the teacher in charge of Junior Cycle history. There was a difficulty with

some schools as either secretaries or principals sometimes refused to give the names

of Junior Cycle history teachers and insisted that the questionnaires be sent to them.

They assured us that they would see that the proper person received the questionnaire.

It is impossible to evaluate this effect.

Even though there may have been a number of teachers who taught Junior Cycle

history in any one school, we decided that one questionnaire per school would be sent

by post accompanied by a letter requesting that the person primarily responsible for

teaching Junior Cycle history be asked to complete the questionnaire. This was

deemed by the research team to be the most responsible measure because of the

possible imbalance that could result if we had, for example, a number of responses

from one school and only one from another. This would privilege the larger schools

and skew the results of the questionnaire.

Of the 751 schools surveyed, 249 questionnaires were returned, approximately one-

third. Of the schools returning the questionnaire there were: 147 Secondary Schools

(60%) of which 29 were fee paying and 118 non fee paying; 64 Vocational Schools

(26%); 21 Community Schools (8%); 6 Comprehensive Schools (2%) and 11 did not

indicate the type of school (4%) (See Fig. 5.2 below).

57

Breakdown of Schools Returning Questionnaire

Community 8%

Comp.2%

Secondary60%

No Indicator4%

Vocational26%

Secondary Vocational Community Comprehensive No Indicator

Fig. 5.2: Breakdown of Schools Returning Questionnaire

5.1. Profile of Those Returning the Questionnaire

In terms of a gender breakdown of those who returned the questionnaire, there were

57% (143) females, 40% (99) males, and 3% (7) who did not respond to this

question (See Fig. 5.3 below).

143

99

70

20406080

100120140160

Female Male No Indicator

Gender Breakdown of National Questionnaire Respondents

Fig. 5.3: Gender Breakdown of National Questionnaire Respondents

58

Among those who returned the survey, the highest number were currently teaching in

Secondary Female non-fee paying schools (22%), came from an urban environment

(51%), were not Irish speaking (95%) and not designated as Disadvantaged (75%).

Moreover, the teachers responding to the questionnaire were a slightly older cohort –

that is those who were themselves taught Junior Cycle history earlier than 1992.

Interestingly, 45% of our respondents were taught by male history teachers, 41% were

taught by female history teachers and 14% were taught by both male and female

teachers. To analyse it further, of the 137 who answered this particular question, 67%

of the female history teachers had women as history teachers while only 16% had

male history teachers and 17% had both. Thus, approximately three quarters of our

female respondents had a female history teacher as a potential role model.

Of the 99 men who responded to this question, 85% had male teachers while only 9%

had mixed teachers and 6% had female teachers. Again, this can be linked to

potential role models.

5.2. Resources In order to ascertain the degree of change which has taken place in the classroom, we

asked our respondents to rank the type of resources that were used when they were

training to be teachers and what resources they themselves currently use. This is

obviously an indicator of the degree of change that our respondents made in the

delivery of the Junior Cycle History curriculum.

Of all the resources that were used in the training of our respondents, the most

important was textbooks (92%). This was followed by maps and charts (27%) and

59

photographs (12%). Television and documents were at 8% each, slides and videos at

7% each, facsimile material, 6%, and overhead projector and resource packs at 3%

each.

What is equally significant is what was not used. There were no Computers, CD

ROMs or Internet access and one person marked a DVD.12 There were no significant

differences between male and female respondents. Both relied heavily on textbooks

with maps and charts and photographs second and third respectively.

This contrasts with the resources our respondents currently use in their own

classrooms. Although textbooks are again the highest at 97%, the rank order of

resources used in the delivery of the Junior Cycle History curriculum does change.

Videos and television increase from 8% and 7% respectively to 89% for both. Maps

and charts move from 27% to 65 % while the use of overhead projectors and resource

packs move from 3 % each to 59% and 50% respectively. Documents increase from

8% to 49%, facsimile material from 6% to 42% and slides from 7% to 23%.

However, internet access and computers increased remarkably, moving from 0% to

62% and 61% respectively while similarly CD ROMs, and DVDs also demonstrated a

significant increase in moving from 0% to 29% and 22% respectively. This is true of

both our male and female respondents (See Fig. 5.4 below).

There are several conclusions that can be drawn from these changes. First, there is the

continuing importance of textbooks, which as Chapter 3 indicates, does not include

significant material on women’s history. Second, there is a definite growth overall in

the use of different types of resources. Third, while the use of television, maps and

12 This corresponds to the results of the survey of H.Dip.Ed. students. See Chapter 2.

60

charts continue to be important, computers, use of the internet, CD ROMs and DVDs

has also risen dramatically. The need for information on women’s history in some

electronic format, therefore, is indicated.

92 97

27

65

12

59

8

89

8

49

7

23

7

89

6

42

3

59

3

50

0

22

0

61

0

29

0

62

0

10

20

30

40

50

60

70

80

90

100

Value in Percent

TextbooksM

aps & ChartsPhotographsTelevisionDocum

entsSlidesVideosFac. M

aterialOHPResource Packs

DVDsCom

putersCD RomInternet

Comparison of Resources Used in Teachers' Past Learning and Teachers' Current Delivery of Junior

Cycle History

Resources in Learning Resources in Teaching

Fig.5.4: Comparison of Resources Used by Teachers in their Past Learning and their Current Delivery of Junior Cycle History.

61

5.3 Gender Balanced Dimension of the Curriculum When our respondents were asked whether their history teachers made them equally

aware of the contributions/experiences of women and men, they indicated that while

some effort was made, their memory was that it was rarely if ever a gender balanced

experience. Among the respondents, 34% sometimes, 28% rarely and 31% never had

a gender balanced approach. In light of the fact that our cohort had a slightly older

profile, this is not surprising. As a discipline, women’s history was still in the

beginning stages of its development when they were being taught junior cycle history.

However, when asked if they themselves made pupils equally aware of the

contributions/experiences of women and men in the various periods studied, the

overwhelming majority of our respondents believed this sometime to be the case. Of

all our female respondents, 40% believed that they always made pupils equally aware

of the contributions/experiences of women and men and 50% believed they

sometimes achieved this gender balance. Of all our male respondents, 34% believed

that they always achieved this gender balance while 59% believed that they

sometimes made pupils equally aware of the contributions/experiences of women and

men.

This clearly indicates a change from when our respondents were being taught history.

It also indicates a positive attitude toward a gender-balanced Junior Cycle History

curriculum. However, despite these good intentions, there are difficulties. Our data

on examinations reflect a very heavy emphasis on male contributions and experiences

and our respondents thought it important to teach subject areas likely to occur on the

examinations (See Section 5.7). This would seem to undermine some of the

respondents’ desire to deliver a gender-balanced curriculum. Moreover, our data on

62

textbooks and their lack of information on women’s history indicates the need to

supplement textbooks with other resources in order to deliver a gender-balanced

curriculum (See Chapter 3).

5.4 Textbooks and Examinations Not surprisingly, the overwhelming majority of our respondents (77%) agreed fully

that the experiences of men were given adequate attention in textbooks while 18%

were in moderate agreement with that statement for a total of 95%. The response was

quite different when our respondents were asked about the attention paid to the

experiences of women. Among female respondents only 2% believed that women’s

contributions were given adequate attention while 12% of the men concurred. Of

those who were in moderate agreement with the statement that women’s

contributions/experiences were given adequate attention in textbooks, 22% were

women and 34% were men. Of the women respondents, a total of 76% disagreed

fully (38%) or moderately (38%) with the statement that women’s contributions and

experiences were given adequate attention in the textbooks. Of the male respondents,

53% disagreed fully (21%) or moderately (32%) that women’s history was given

adequate attention in the textbooks. Again, this is born out by the study we did on

textbooks and the overwhelming attention paid to the contributions/experiences of

men (See Chapter 3). It also emphasizes the pivotal role of supplemental information

in the desire to deliver a balanced curriculum.

In the assessment of examinations, the same pattern of response was evident. Of

those who answered the questionnaire, 96% believed that men’s contributions and

experiences were given full or moderate attention with no significant gender

difference. However, when the question asked if the experiences of women were

63

given adequate coverage on the examinations, only 4% of our female respondents

compared to 11% of male respondents were in full agreement, while 19% of our

females and 38% of our males were in moderate agreement. At the other end of the

scale, there was also a marked difference: 40% of female teachers as opposed to 20%

of male teachers fully disagreed while 37% of our female teachers and 31% of our

male teachers moderately disagreed with the idea that contributions of women were

adequately covered in the examinations. This is an important finding giving the way

in which questions on the examination influence the pattern of teaching.

5.5 Resources Our data clearly indicates that more resources are needed to insure that the

contributions and experiences of women are adequately covered. While certainly our

respondents believed there was some need for supplementary material to ensure the

adequate delivery of men’s history, what was obvious was that there was a pressing

need for more resources about women. Videos and resource packs ranked a joint first

(69%) for including more information about women. Revising textbooks ranked

second for both men and women as being critical to a more gender-balanced

approach. Interestingly, 74% of our female respondents urged textbook revision as a

pressing need while only 52% our male respondents saw it as a pressing need.

However, 40% of our male respondents as opposed to 21% of our female respondents

saw some need for textbook revision. This information adds to the conclusion that

our female respondents were stronger in their desire for more balanced, more

inclusive Junior Cycle history.

64

5.6 Changes in the Delivery of the Junior Cycle History Curriculum Our questionnaire explored the changes that our respondents made in the delivery of

the Junior Cycle history curriculum and those areas they thought were most in need of

revision. It was an important section of the questionnaire because it demonstrated a

willingness to revise courses in the light of new knowledge.

In terms of the historical areas that our respondents have revised, social history (75%)

and gender history (42%) were the highest (See Table 5.1 below). This corresponds

to the areas that our respondents believed were most in need of additional revision

with gender history being first with 39% and social history second with 29% (See

Table 5.2 below).

Ranking History Type Percentage

1 Social 75

2 Gender 42

3 Political 35

4 Economic 23

5 Military 17

Table 5.1: Changes Teachers Made in Delivery of Course in Last 5 Years

65

Ranking History Type Percentage

1 Gender 39

2 Social 29

3 Political 14

4 Economic 11

5 Military 7

Table 5.2: Teachers’ Ranking of History Most in Need of Revision

From these questions it seems that our respondents have made changes in the content

of their social history curriculum but believe that more needs to be done. Equally

important, our data indicates that fewer changes have been made in gender history but

a great deal more needs to be done. This is a recognition of the need for a more

gender-balanced curriculum.

5.7 Teaching the Junior Cycle History Curriculum

This question focused on the determinants of how teachers decided which topics to

cover in the delivery of the Junior Cycle history curriculum. The top four motivating

factors were: 1) the desire to widen pupils’ knowledge of history; 2) the likelihood of

the topic occurring on the examination paper; 3) the level of ability of pupils; and 4)

the teachers’ own familiarity with topics. The rank order differed slightly for males

and females. Women teachers ranked the ability of their students first (24%); exam

papers, second (22%); the desire to widen pupils’ knowledge of history, third (19%);

and their own familiarity with the subject, fourth (15%). Male teachers ranked the

desire to widen pupils’ knowledge as first (31%); the likelihood that it would appear

66

on the exam paper, second (29%); the ability of the pupils as third (17%); and their

own familiarity with the topic, fourth (12%). The results highlight the importance of

questions of women’s history appearing on the examination papers as well as the need

for teachers to be familiar with resources in women’s history in order to teach it

effectively.

5.8. Textbooks

Our questionnaire sought to explore the relationship between the popularity of

textbooks and the information it contains on women. Our data indicates that, in terms

of the questions in the textbooks on women’s contributions and achievements, the

most popular textbook (60%) with four books in the series would rank 2nd, 5th, 7th, and

11th with an average of 2.44% of questions relating to women. The fourth most

popular textbook – a two volume series – which is used by 19% of all teachers who

answered this survey ranked 1st and 11th in terms of questions about women, with an

average of 4.35% - still rather low yet better than 2.44%. This information is

particularly important because the cost of textbooks makes changing them a step not

undertaken easily or often, especially among less affluent schools.

In terms of illustrations, there is a somewhat different result. A text in the most

popular series came first in an analysis of illustrative material with 17.30% relating to

women. The other three texts in the series ranked 5th, 6th and 10th.

5.9. Narrative Comments Out of the 249 questionnaires returned, 35.34% (88) teachers wrote narrative

comments. Of these, 64% were female and 35% were male and 1% did not indicate a

gender response.

67

Gender Breakdown of National Questionnaire Respondents Who Wrote Narrative Comments

Female64%

No Indicator

1%Male35%

Female Male No Indicator

Fig. 5.5: Gender Breakdown of National Questionnaire Respondents Who Wrote Narrative Comments In analysing the narrative comments, there was a consensus among male and female

respondents about general teaching issues and pressures. Both wrote of the amount of

material that had to be covered and the time constraints in covering the curriculum

and the lack of resources that were available to teach a gender-balanced curriculum.

The issues of time and space were particularly relevant for the male respondents. Both

men and women wrote of the need to revise the Junior Cycle History syllabus in order

to redress the gender imbalance. However, there was a noticeable difference in the

narrative comments toward including women’s contributions and experiences in the

delivery and assessment of the Junior Cycle history syllabus.

This gender difference is evident in the type of comments that were made about the

inclusion of women in history. A small number of the male teachers responded

positively to the necessity of including women in the historical narrative,

acknowledging that women were ‘air-brushed out of most topics covered in the Junior

Certificate programme’. However, this comment was not typical. Most of our male

68

respondents were averse to including more information about women. A sample of the

comments of male teachers who opposed including more on women’s contributions

and experiences included the following: ‘I dislike this narrow gender focus… I do not

feel that I am overtly sexist but I dislike the idea of trying to pretend somebody is

important in the interests of gender balance.’ Another wrote: ‘Gender issues should be

dealt with in social history, but please don’t try and integrate them into every aspect

of the course.’ A third said: ‘Gender perspectives must not become an issue just for

the sake of it.’ What was apparent from the comments opposing more information on

the contributions/experiences of women was that the traditional historical narrative

was accepted as normative and it was difficult to conceptualise a different historical

paradigm.

This contrasts with many of the comments from female teachers who wrote of

‘writing women out of history,’ of the ‘gender imbalance,’ of women being a

‘marginalized voice in the Junior Certificate cycle,’ and of the manner in which the

‘male perspective dominated.’ Others felt that there was ‘very little focus on the role

of women’ or that ‘women have been effectively sidelined in history.’ Still another

wrote: ‘Generally women in history are dealt with in the context of famous men and

rarely in their own right….’

5.10 Narrative Comments on Textbooks

The question of whether textbooks were providing inadequate information about

women is highly significant because, in our respondents’ views, textbooks remain the

primary teaching tool for history teachers. For our female respondents this was an

often mentioned problem. Typically, the view was expressed that ‘…female

perspectives are all but ignored in most textbooks,’ or ‘the gender imbalance of our

69

textbooks could use some attention.’ The point was made that given the tremendous

pressure teachers are under to cover the course for the examination, that ‘unless the

material is readily available in text-books, it is almost impossible’ to include such

information. One female respondent drew attention to the fact that the ‘textbooks

show[ed] inadequate photographs of women like Countess Markievicz and Maude

Gonne.’ Some respondents called for revision of the textbooks while others expressed

the hope that ‘book publishers’ can be persuaded to ‘present women in their proper

historical context, and not just the so called “important” women but women in their

everyday lives and experiences in all eras.’ This view of textbooks was substantiated

by our numerical data (See Section 5.4).

5.11 Narrative Comments on Resource Material

Among both our male and female respondents, the need for supplementary resources

on women’s history was acknowledged.13 In their comments, they believed that they

themselves had not the background or available information to include women’s roles

and contributions. One male respondent wrote: ‘I would love to introduce the role of

females in history but information would need to be more readily available.’ Another

states that ‘there are few accessible resources available to explore gender issues, e.g.,

wall charts, short profiles, posters, all of which are student-friendly.’ The female

respondents were more numerous and somewhat stronger in their comments on this

issue. They indicated a willingness to include women but felt hampered by the lack of

resource materials. One respondent wrote: ‘I would be very willing to cover more

topics relating to the part played by women in History –if such resources were

available.’ They wanted primary source material and more videos, CDs, DVDs, film 13 This questionnaire was completed before the Gender Equality Unit of the Department of Education and Science issued its supplementary material on women’s history in the spring of 2004.

70

footage and resource packs. They also believed it was necessary to make available

websites highlighting women in the past.

5.12 Narrative Comments on Junior Certificate History Examinations There was a strong belief among our female respondents in particular that the Junior

Certificate History examinations had to be revised to include questions on women’s

experiences and contributions. The view was expressed that if questions on women’s

history were not asked on the examinations, then women’s history is seen as

‘irrelevant.’ Furthermore, the lack of attention paid to women’s history on the

examinations make it difficult for teachers to include women’s experiences and

contributions because ‘the sad fact is most teachers will concentrate on what they

think will come up in an exam…’ Again this view is supported by our numerical data

(See Section 5.7).

5.13 Narrative Comments on Why History Matters

For some of our female respondents, the issue of the importance of including women

was seen to have direct consequences for their students. As one teacher suggests:

‘Women have been effectively sidelined in History. The cast of male characters in

history lessons suggest women’s roles were as victims or mere handmaidens to the

starring males. This is hardly likely to attract girls to the study of history.’

71

Chapter Six Conclusions and Recommendations

37

Conclusions Introduction

This study examined all facets of the delivery and assessment of the Junior Cycle

History Curriculum. It commenced with a short study of the experiences of pre-

service teachers (H.Dip.Ed. Students), in order to gather data on their experience of

having been taught history at school and their views on teaching it in the future. The

study then included a detailed content analysis of the textbooks and examinations over

a ten-year period (1992-2002). Finally, the survey included the distribution of a

questionnaire to all second level schools in the Republic of Ireland, and the data

gathered from History teachers was analysed. The questionnaire allowed teachers to

include comments, and these comments informed the report.

Summary Findings Ekstrom (1979) argued that ‘most curricula neglect almost entirely the contributions

that women have made to our culture and civilization.’ This research study found that

the delivery and assessment of the Junior Cycle History Curriculum allow that this

situation continues. The study also found that history teachers are in urgent need of

additional resources and revised materials, in order that they may deliver a gender-

balanced history curriculum. Teachers, at initial and in-career stages, were not

resistant to changing their methods of delivery in order to ensure gender balance.

However, the paucity of material was signalled as a deterrent to change.

73

(i) History teaching and initial teacher education

The study points to the important role of the three stages in the professional

development of teachers, that is, the three ‘I’s - initial, induction and in-career stages.

During the initial stage, teachers need support to resource and plan the delivery of

gender-balances learning. They also need to develop the ability to ‘counter teach’ or

teach outside the curriculum as ‘packaged’ in textbooks. In this regard, the benefit of

reflective practice to teacher development is critical. The promotion of reflective

practice includes critical appraisal of teaching methodologies, teaching and learning

resources, assessment procedures and the use of textbooks, all of which are

fundamental to the promotion of gender equality, both within the formal and hidden

curricula.

The review of H.Dip.Ed. students (History teachers) sounded a note of optimism: a

total of 71% indicated that they made their pupils equally aware of the experiences

and contributions of both men and women. They were in agreement with the views of

teachers nationally, that whilst the contributions and experience of men were given

adequate attention in the text books, but that that the contributions and experience of

women were not. Similarly, there was strong agreement that the contributions and

experience of men were given adequate attention in the Junior Certificate

examinations (95%). On the other hand, 57% of respondents considered that the

examinations did not give adequate attention to the experiences and contributions of

women.

Like the teachers who responded to the national survey, H.Dip.Ed. students (History

teachers) said they relied significantly on the use of the text book in the delivery of

74

the curriculum. They expressed a significant lack of satisfaction with text books, with

93% indicating that there was a need to revise the text books to include greater focus

on the contributions and experience of women. In addition, over half of the

respondents indicated that there was a need to revise the text books to include greater

focus on the contributions and experience of men (54%). The respondents had similar

views concerning the need for more resource packs, videos/DVDs, facsimile materials

and photographs. Whilst the need was expressed with reference to teaching about

both women and men, respondents indicated a greater need for all of these resources

to reflect the experiences and contributions of women in the past.

(ii) The textbook and the delivery of the history curriculum

The role of the textbook in contributing to the delivery of a gender-biased curriculum

was identified. International and national research indicates that textbooks are

increasingly regarded as powerful vehicles for delivering curriculum and promoting

gendered messages. In this study, research into the content analysis of textbooks has

pointed to an under-representation and stereotypical presentation of female figures.

Ward (1991: 4-5) argued that ‘in the case of history textbooks, it is only when the

extent of women’s relegation to the footnotes is clearly seen, that the urgency of the

task of pointing this out becomes apparent.’ The content analysis of textbooks used in

the period 1992-2002, clearly indicated that women were most usually a ‘footnote’ in

the historical narrative.

The analysis of the fifteen textbooks demonstrated that over the period 1992 –2002,

the questions asked showed a bias towards males, both in terms of the quantity of

questions, and in the tone of the questions asked. There was also a dearth of questions

75

that considered the experiences of men and women jointly, which belies the fact that

they both participated in the making and shaping of history.

The content analysis included an examination of illustrative material in textbooks. It

was found that, similar to the questions in the textbooks, men dominated in the images

presented. It was also found that often images of women were relegated to the sides of

the pages with little or no information about them, or else information that does not

convey their true historical importance. This bias was consistent throughout all the

texts over the time period.

(iii) The Junior Cycle history examinations

The examination system remains the most significant variable that influences

pedagogy and practice in Irish education. The system of education in Ireland is

examinations’ driven (Points Commission, 1999). Although the NCCA recommends

that a variety of modes of assessment be employed when examining Junior Certificate

courses, the reality is that the majority of courses, such as history, are examined by

terminal written examinations (NCCA, 1999). Gender bias in history examinations

remains, despite rhetoric supporting gender equality. Gender bias in examinations

may be identified in the construction of papers and the illustrative material provided

in the ‘Sources’ section. The research showed interesting anomalies in the differences

between the ordinary and higher level examination papers. The higher level

examination has extra sections for more in-depth answers, including a section that

contains questions on social history, where women’s history is typically placed. This

tends to make women’s history seem to be more prominent at this level. However,

the analysis shows that the ordinary level papers had 3% more questions about women

76

that did the higher level, as well has having 6% more questions on males and females

together.

The impact of the examination on the actual ‘delivery’ of learning in the history class

cannot be understated. As is widely recognised, examinations have the power to

shape the curriculum and dictate which aspects will be assessed (Stobart, Elwood and

Quinlan, 1992).

(iv) The views of history teachers

Teachers are the most important resource for students, and as such their views and

experiences are of value to any study of the education system. Our research shows

that history teachers are currently unable to deliver a gender balanced history

curriculum due to a number of factors such as lack of in-service and initial teacher

training in gender perspectives in the teaching of history; over-reliance on textbooks

that are gender-biased (sometimes due to cost and lack of options); pressures of time

and course load to teach towards examination questions; and lack of resources on

women’s history. Teachers themselves indicated a willingness to change their

teaching, if new resources and in-career support were available. The challenge

remains to support teachers through the production of resources and in-career

development, so that they may deliver a gender balanced history curriculum that

reflects the experiences and contributions of men and women in the course of history.

77

Recommendations Based on the analysis of the data gathered from this research project, the following recommendations are made: 1. That, in the long term, the Junior Certificate History examination at both Higher and Ordinary level, include specific questions on women’s history; 2. That, in the short term, the Junior Certificate History examinations at both Higher and Ordinary level ask open ended questions which can apply to either men or women; 3. That the Junior Certificate History examination include documents and illustrative material from women’s history; 4. That the Junior Cycle History syllabus integrate more sections and material on women’s history; 5. That the textbooks used in the Junior Certificate History cycle be revised to include more information on women so that students have an equal opportunity to answer questions on either men or women; 6. That more resource material on women’s history be made available, in both traditional and electronic format, for both teachers and students; 7. That teachers of the Junior Certificate History Cycle be offered workshops on women’s history and the teaching of a gender-balanced curriculum; 8. That H.Dip.Ed. students be made aware in their training of the need for a gender balanced curriculum and be given opportunities for training in this area; 9. That professional development training is immediately made available for Newly Qualified Teachers (NQTs), as this would be a target group to bring about a transformation in the delivery and assessment of a gender balanced curriculum; 10. That there is a commitment to enforcing the decisions and recommendations made at policy level in the Department of Education in the Junior Cycle History syllabus to reflect their long-standing commitment to gender equality in education. Both the Centre for Gender and Women’s Studies, Trinity College, and the Education Department, University College Dublin, are committed to continued collaboration and cooperation with the educational partners to achieve these aims.

78

Appendices

79

Appendix A H.Dip.Ed. Cohort questionnaire

The Delivery and Assessment of Junior Cycle History Please fill in the following questionnaire: SECTION I: (Your experiences as a pupil) 1. You are: MALE [ ] 1

FEMALE [ ] 2 2. My history teachers were:

MALE [ ] 1 FEMALE [ ] 2 M& F [ ] 3

3. I was taught junior cycle history in the period 1992-1994 [ ] 1 1993-1995 [ ] 2

1994-1996 [ ] 3 Other: [ ] 4

4. The resources that were in regular use in junior cycle history classes when I

was at school were (regular: 1 in every 4 lessons, average). Text books [ ] 1 Resource Packs [ ] 8 Facsimile Material [ ] 2 Documents [ ] 9 Photographs [ ] 3 Maps & Charts [ ] 10 Television [ ] 4 Videos [ ] 11 OHP [ ] 5 Slides [ ] 12 Computer [ ] 6 CD Roms [ ] 13 DVDs [ ] 7 Internet Access [ ] 14 5. In delivering the junior cycle history curriculum, my history teachers made

pupils equally aware of the contributions/experiences of women and men in the periods studied.

ALWAYS [ ] 1 SOMETIMES [ ] 2

RARELY [ ] 3 NEVER [ ] 4

6. (If you ticked RARELY or NEVER to the above, please respond to this item)

I was rarely/never made aware of the contributions/experiences of men [ ] 1

80

I was rarely/never made aware of the contributions/experiences of women[ ] 2 SECTION II (Your experiences as a teacher) 1. You are currently teaching in the following: Secondary Female non-fee paying [ ] 1 Secondary Female fee paying [ ] 2 Secondary Mixed non-fee paying [ ] 3 Secondary Mixed fee paying [ ] 4 Secondary Male non-fee paying [ ] 5 Secondary Male fee paying [ ] 6

Community School [ ] 7 Comprehensive [ ] 8 VEC [ ] 9 2. The geographical location of your school is RURAL [ ] 1 URBAN [ ] 2 3. Is your school designated disadvantaged YES [ ] 1 NO [ ] 2 4. Is your school a gaelscoil YES [ ] 1 NO [ ] 2 5. Tick the resources that are available for use in junior cycle history classes at

your school Text books [ ] 1 Resource Packs [ ] 8 Facsimile Material [ ] 2 Documents [ ] 9 Photographs [ ] 3 Maps & Charts [ ] 10 Television [ ] 4 Videos [ ] 11 OHP [ ] 5 Slides [ ] 12 Computer [ ] 6 CD Roms [ ] 13 DVDs [ ] 7 Internet Access [ ] 14

81

6. In delivering the junior cycle curriculum, I make the pupils equally aware of

the contributions/experiences of women and men in the periods studied ALWAYS [ ] 1

SOMETIMES [ ] 2 RARELY [ ] 3 NEVER [ ] 4

7. (If you ticked RARELY or NEVER to the above, please respond to this item) I rarely/never make my pupils aware of the contributions/experiences of men [ ] 1 I rarely/never make my pupils aware of the contributions/experiences of women [ ] 2 8. The contributions/experiences of men are given adequate attention in junior

cycle history text books

FULL AGREEMENT [ ] 1 MODERATE AGREEMENT [ ] 2 DISAGREE MODERATELY [ ] 3 DISAGREE FULLY [ ] 4

9. The contributions/experiences of women are given adequate attention in junior

cycle history text books

FULL AGREEMENT [ ] 1 MODERATE AGREEMENT [ ] 2 DISAGREE MODERATELY [ ] 3 DISAGREE FULLY [ ] 4

10. The contributions/experiences of men in the past are given adequate attention in the junior cycle history examination.

FULL AGREEMENT [ ] 1 MODERATE AGREEMENT [ ] 2 DISAGREE MODERATELY [ ] 3 DISAGREE FULLY [ ] 4

11. The contributions/experiences of women in the past are given adequate

attention in the junior cycle history examination.

FULL AGREEMENT [ ] 1 MODERATE AGREEMENT [ ] 2 DISAGREE MODERATELY [ ] 3

82

DISAGREE FULLY [ ] 4 12. Rate the need for the following resources in order to deliver junior cycle

history lessons which include the contributions/experiences of men. PRESSING NEED SOME NEED NO NEED 1 2 3

Revised text books [ ] [ ] [ ] Facsimile materials [ ] [ ] [ ] Photographs [ ] [ ] [ ] Resource packs [ ] [ ] [ ] Videos [ ] [ ] [ ] CDs [ ] [ ] [ ] DVDs [ ] [ ] [ ] 13. Rate the need for the following resources in order to deliver junior cycle

history lessons which include the contributions/experiences of women. PRESSING NEED SOME NEED NO NEED 1 2 3

Revised text books [ ] [ ] [ ] Facsimile materials [ ] [ ] [ ] Photographs [ ] [ ] [ ] Resource packs [ ] [ ] [ ] Videos [ ] [ ] [ ] CDs [ ] [ ] [ ] DVDs [ ] [ ] [ ] 14. Over the last 1-5 years, indicate the areas in which you have made changes in

your delivery of the curriculum: Economic History [ ] 1 Military History [ ] 2 Gender History [ ] 3 Political History [ ] 4 Social History [ ] 5 15. If you were to revise your course, rank order (from 1-5) the areas in most need

of revision: Economic History [ ] 1 Military History [ ] 2 Gender History [ ] 3 Political History [ ] 4 Social History [ ] 5

83

Appendix B

National Questionnaire

The Delivery and Assessment of Junior Cycle History Please fill in the following questionnaire: SECTION I: (Your experiences as a pupil) 1. You are: MALE [ ] 1

FEMALE [ ] 2 2. My history teachers were:

MALE [ ] 1 FEMALE [ ] 2 M& F [ ] 3

3. I was taught junior cycle history in the period 1992-1994 [ ] 1 1993-1995 [ ] 2

1994-1996 [ ] 3 Other: [ ] 4

4. The resources that were in regular use in junior cycle history classes when I

was at school were (regular: 1 in every 4 lessons, average). Text books [ ] 1 Resource Packs [ ] 8 Facsimile Material [ ] 2 Documents [ ] 9 Photographs [ ] 3 Maps & Charts [ ] 10 Television [ ] 4 Videos [ ] 11 OHP [ ] 5 Slides [ ] 12 Computer [ ] 6 CD Roms [ ] 13 DVDs [ ] 7 Internet Access [ ] 14 5. In delivering the junior cycle history curriculum, my history teachers made

pupils equally aware of the contributions/experiences of women and men in the periods studied.

ALWAYS [ ] 1 SOMETIMES [ ] 2

RARELY [ ] 3 NEVER [ ] 4

6. (If you ticked RARELY or NEVER to the above, please respond to this item)

I was rarely/never made aware of the contributions/experiences of men [ ] 1

84

I was rarely/never made aware of the contributions/experiences of women[ ] 2 SECTION II (Your experiences as a teacher) 1. You are currently teaching in the following: Secondary Female non-fee paying [ ] 1 Secondary Female fee paying [ ] 2 Secondary Mixed non-fee paying [ ] 3 Secondary Mixed fee paying [ ] 4 Secondary Male non-fee paying [ ] 5 Secondary Male fee paying [ ] 6

Community School [ ] 7 Comprehensive [ ] 8 VEC [ ] 9 2. The geographical location of your school is RURAL [ ] 1 URBAN [ ] 2 3. Is your school designated disadvantaged YES [ ] 1 NO [ ] 2 4. Is your school a gaelscoil YES [ ] 1 NO [ ] 2 5. Tick the resources that are available for use in junior cycle history classes at

your school Text books [ ] 1 Resource Packs [ ] 8 Facsimile Material [ ] 2 Documents [ ] 9 Photographs [ ] 3 Maps & Charts [ ] 10 Television [ ] 4 Videos [ ] 11 OHP [ ] 5 Slides [ ] 12 Computer [ ] 6 CD Roms [ ] 13 DVDs [ ] 7 Internet Access [ ] 14

85

6. In delivering the junior cycle curriculum, I make the pupils equally aware of

the contributions/experiences of women and men in the periods studied ALWAYS [ ] 1

SOMETIMES [ ] 2 RARELY [ ] 3 NEVER [ ] 4

7. (If you ticked RARELY or NEVER to the above, please respond to this item) I rarely/never make my pupils aware of the contributions/experiences of men [ ] 1 I rarely/never make my pupils aware of the contributions/experiences of women [ ] 2 8. The contributions/experiences of men are given adequate attention in junior

cycle history text books

FULL AGREEMENT [ ] 1 MODERATE AGREEMENT [ ] 2 DISAGREE MODERATELY [ ] 3 DISAGREE FULLY [ ] 4

9. The contributions/experiences of women are given adequate attention in junior

cycle history text books

FULL AGREEMENT [ ] 1 MODERATE AGREEMENT [ ] 2 DISAGREE MODERATELY [ ] 3 DISAGREE FULLY [ ] 4

10. The contributions/experiences of men in the past are given adequate attention in the junior cycle history examination.

FULL AGREEMENT [ ] 1 MODERATE AGREEMENT [ ] 2 DISAGREE MODERATELY [ ] 3 DISAGREE FULLY [ ] 4

11. The contributions/experiences of women in the past are given adequate

attention in the junior cycle history examination.

86

FULL AGREEMENT [ ] 1 MODERATE AGREEMENT [ ] 2 DISAGREE MODERATELY [ ] 3 DISAGREE FULLY [ ] 4

12. Rate the need for the following resources in order to deliver junior cycle

history lessons which include the contributions/experiences of men. PRESSING NEED SOME NEED NO NEED 1 2 3

Revised text books [ ] [ ] [ ] Facsimile materials [ ] [ ] [ ] Photographs [ ] [ ] [ ] Resource packs [ ] [ ] [ ] Videos [ ] [ ] [ ] CDs [ ] [ ] [ ] DVDs [ ] [ ] [ ] 13. Rate the need for the following resources in order to deliver junior cycle

history lessons which include the contributions/experiences of women. PRESSING NEED SOME NEED NO NEED 1 2 3

Revised text books [ ] [ ] [ ] Facsimile materials [ ] [ ] [ ] Photographs [ ] [ ] [ ] Resource packs [ ] [ ] [ ] Videos [ ] [ ] [ ] CDs [ ] [ ] [ ] DVDs [ ] [ ] [ ] 14. Over the last 1-5 years, indicate the areas in which you have made changes in

your delivery of the curriculum: Economic History [ ] 1 Military History [ ] 2 Gender History [ ] 3 Political History [ ] 4 Social History [ ] 5 15. If you were to revise your course, rank order (from 1-5) the areas in most need

of revision: Economic History [ ] 1 Military History [ ] 2 Gender History [ ] 3

87

Political History [ ] 4 Social History [ ] 5 16. Rank order (from 1-7) the following determinants of how you decide which

topics to cover in your junior cycle history lessons:

Availability of resources [ ] 1 Own familiarity with topic [ ] 2 Level/ability of pupils [ ] 3 Likelihood of topic occurring on exam paper [ ] 4 Desire to widen pupils’ knowledge of history [ ] 5 Desire to extend pupils’ knowledge of the contributions/

experiences of women in the past [ ] 6 Desire to extend pupils’ knowledge of the contributions/

experiences of men in the past [ ] 7 17. Do you use any of the following textbooks: Focus on the Past [ ] 1 Footsteps in Time [ ] 5 New History in Context [ ] 2 The Past Today [ ] 6 People of the Past [ ] 3 Other Titles. Please indicate [ ] 7 Living History [ ] 4 You are invited to make comments that may illuminate the research into gender perspectives in the delivery and assessment of junior cycle history. Your comments are appreciated.

88

Appendix C

Sample Sizes of Illustrative Material

Small size illustrations: 2.5 inches x 2.5 – 3 inches

Medium size illustrations: 3.5 inches x 3.5 inches

Large size illustrations were those that were bigger than these two sizes.

89

Appendix D

Textual Analysis Breakdown

Percentage of Questions relating to each Gender Category

Book Code

Male Female Male and Female

Other

1 33.44% 0.97% 14.22% 51.37%

2 44.47% 2.16% 19.44% 33.93%

3 32.20% 4.07% 15.08% 48.64%

4 35.79% 2.55% 15.52% 46.14%

5 37.03% 0.29% 21.28% 41.40%

6 29.13% 1.83% 22.48% 46.56%

7 36.13% 1.94% 25.48% 36.45%

8 46.62% 2.25% 17.68% 33.44%

9 32.05% 2.74% 19.73% 45.48%

10 33.03% 1.54% 19.97% 45.45%

11 23.78% 7.16% 16.05% 53.01%

12 30.71% 2.07% 9.87% 57.35%

13 35.77% 1.40% 13.00% 49.83%

14 37.01% 0.70% 16.25% 46.05%

15 29.45% 3.23% 6.73% 60.59%

90

Appendix E

League Table of textbooks analysed according to the highest percentage content of questions in the Female category Book Code Female

Questions Total

Questions % Female Questions

11 25 349 7.16%

3 24 590 4.07%

15 23 713 3.23%

9 10 365 2.74%

4 35 1372 2.55%

8 7 311 2.25%

2 17 787 2.16%

12 30 1149 2.07%

7 6 310 1.94%

6 8 436 1.83%

10 12 781 1.54%

13 25 1792 1.40%

1 6 619 0.97%

14 8 1151 0.70%

5 1 343 0.29%

91

Appendix F Individual Textbook files

92

Chapter Male Female Male and Female Other Total %Male %Female

% Male and Female % Other

1 0 0 2 6 8 0.00 0.00 25.00 75.002 2 1 6 12 21 9.52 4.76 28.57 57.143 2 0 0 24 26 7.69 0.00 0.00 92.314 2 0 7 22 31 6.45 0.00 22.58 70.975 8 0 3 6 17 47.06 0.00 17.65 35.296 6 0 1 3 10 60.00 0.00 10.00 30.007 3 0 1 12 16 18.75 0.00 6.25 75.008 3 2 3 20 28 10.71 7.14 10.71 71.439 2 0 3 14 19 10.53 0.00 15.79 73.6810 9 1 0 2 12 75.00 8.33 0.00 16.6711 0 0 1 16 17 0.00 0.00 5.88 94.1212 4 0 1 5 10 40.00 0.00 10.00 50.0013 1 0 13 4 18 5.56 0.00 72.22 22.2214 5 0 2 9 16 31.25 0.00 12.50 56.2515 4 0 4 12 20 20.00 0.00 20.00 60.0016 0 0 7 5 12 0.00 0.00 58.33 41.6717 0 0 5 7 12 0.00 0.00 41.67 58.33

18 0 0 4 20 24 0.00 0.00 16.67 83.3319 16 1 1 7 25 64.00 4.00 4.00 28.0020 3 0 1 15 19 15.79 0.00 5.26 78.9521 3 0 4 12 19 15.79 0.00 21.05 63.1622 10 1 3 12 26 38.46 3.85 11.54 46.1523 6 0 0 10 16 37.50 0.00 0.00 62.5024 11 0 3 16 30 36.67 0.00 10.00 53.3325 4 0 1 5 10 40.00 0.00 10.00 50.0026 7 0 4 16 27 25.93 0.00 14.81 59.2627 2 0 2 5 9 22.22 0.00 22.22 55.5628 9 0 0 7 16 56.25 0.00 0.00 43.7529 16 0 1 4 21 76.19 0.00 4.76 19.05

QUESTIONS ANALYSISBOOK 1

Chapter Male Female Male and Female Other Total %Male %Female

% Male and Female % Other

30 20 0 3 3 26 76.92 0.00 11.54 11.5431 31 0 0 2 33 93.94 0.00 0.00 6.0632 18 0 2 5 25 72.00 0.00 8.00 20.00

207 6 88 318 619 31.69 0.88 15.53 51.90

33.44 0.97 14.22 51.37 TOTALS AS

Totals & Average %

BOOK 1

Chapter Male Female Male and Female Other Total %Male %Female

% Male and Female % Other

1 8 0 1 6 15 53.33 0.00 6.67 40.002 6 0 2 7 15 40.00 0.00 13.33 46.673 11 0 1 4 16 68.75 0.00 6.25 25.004 10 0 4 1 15 66.67 0.00 26.67 6.675 8 0 0 2 10 80.00 0.00 0.00 20.006 12 0 5 1 18 66.67 0.00 27.78 5.567 1 0 4 8 13 7.69 0.00 30.77 61.548 3 0 1 5 9 33.33 0.00 11.11 55.569 15 0 2 7 24 62.50 0.00 8.33 29.1710 10 0 2 11 23 43.48 0.00 8.70 47.8311 17 6 8 9 40 42.50 15.00 20.00 22.5012 16 0 1 14 31 51.61 0.00 3.23 45.1613 10 0 2 5 17 58.82 0.00 11.76 29.4114 5 0 0 3 8 62.50 0.00 0.00 37.5015 3 1 6 7 17 17.65 5.88 35.29 41.1816 1 0 11 5 17 5.88 0.00 64.71 29.4117 13 0 11 16 40 32.50 0.00 27.50 40.0018 14 0 7 6 27 51.85 0.00 25.93 22.2219 4 0 7 7 18 22.22 0.00 38.89 38.8920 3 0 4 9 16 18.75 0.00 25.00 56.2521 15 0 1 9 25 60.00 0.00 4.00 36.0022 10 2 10 18 40 25.00 5.00 25.00 45.0023 6 3 7 5 21 28.57 14.29 33.33 23.8124 15 0 7 2 24 62.50 0.00 29.17 8.3325 24 0 1 8 33 72.73 0.00 3.03 24.2426 4 0 8 3 15 26.67 0.00 53.33 20.00

BOOK 2QUESTIONS ANALYSIS

Chapter Male Female Male and Female Other Total %Male %Female

% Male and Female % Other

27 16 2 0 4 22 72.73 9.09 0.00 18.1828 11 1 6 8 26 42.31 3.85 23.08 30.7729 12 1 1 0 14 85.71 7.14 7.14 0.0030 13 0 6 6 25 52.00 0.00 24.00 24.0031 5 0 5 10 20 25.00 0.00 25.00 50.0032 8 0 4 18 30 26.67 0.00 13.33 60.0033 13 1 6 2 22 59.09 4.55 27.27 9.0934 9 0 0 5 14 64.29 0.00 0.00 35.7135 9 0 3 13 25 36.00 0.00 12.00 52.0036 3 0 3 12 18 16.67 0.00 16.67 66.6737 5 0 0 1 6 83.33 0.00 0.00 16.6738 2 0 6 10 18 11.11 0.00 33.33 55.56

350 17 153 267 787 45.71 1.71 18.99 33.5944.47 2.16 19.44 33.93 TOTALS AS %

Totals & Average %

BOOK 2

Chapter Male Female Male and Female Other Total %Male %Female

% Male and Female % Other

1 14 0 1 5 20 70.00 0.00 5.00 25.002 13 0 3 5 21 61.90 0.00 14.29 23.813 11 0 0 7 18 61.11 0.00 0.00 38.894 10 0 0 11 21 47.62 0.00 0.00 52.385 2 0 0 7 9 22.22 0.00 0.00 77.786 13 0 1 18 32 40.63 0.00 3.13 56.257 13 0 5 15 33 39.39 0.00 15.15 45.458 6 0 6 7 19 31.58 0.00 31.58 36.849 6 0 1 15 22 27.27 0.00 4.55 68.1810 4 0 0 10 14 28.57 0.00 0.00 71.4311 0 0 2 16 18 0.00 0.00 11.11 88.8912 7 0 5 7 19 36.84 0.00 26.32 36.8413 6 0 5 13 24 25.00 0.00 20.83 54.1714 6 0 2 8 16 37.50 0.00 12.50 50.0015 11 0 3 6 20 55.00 0.00 15.00 30.0016 14 0 4 13 31 45.16 0.00 12.90 41.9417 6 0 5 9 20 30.00 0.00 25.00 45.0018 8 1 5 12 26 30.77 3.85 19.23 46.1519 6 0 0 7 13 46.15 0.00 0.00 53.8520 12 0 2 11 25 48.00 0.00 8.00 44.0021 8 0 8 8 24 33.33 0.00 33.33 33.3322 8 0 7 7 22 36.36 0.00 31.82 31.8223 2 1 5 7 15 13.33 6.67 33.33 46.6724 1 1 9 18 29 3.45 3.45 31.03 62.0725 1 0 0 10 11 9.09 0.00 0.00 90.9126 0 16 4 1 21 0.00 76.19 19.05 4.7627 0 0 3 17 20 0.00 0.00 15.00 85.0028 2 5 3 17 27 7.41 18.52 11.11 62.96

QUESTIONS ANALYSISBOOK 3

190 24 89 287 590 31.70 3.88 14.26 50.1632.20 4.07 15.08 48.64 TOTALS AS

Totals & Average %

Chapter Male Female Male and Female Other Total %Male %Female

% Male and Female % Other

1 0 0 4 6 10 0.00 0.00 40.00 60.002 2 2 7 6 17 11.76 11.76 41.18 35.293 1 0 1 16 18 5.56 0.00 5.56 88.894 0 0 1 16 17 0.00 0.00 5.88 94.125 4 0 1 5 10 40.00 0.00 10.00 50.006 1 0 10 7 18 5.56 0.00 55.56 38.897 5 0 1 10 16 31.25 0.00 6.25 62.508 5 0 6 9 20 25.00 0.00 30.00 45.009 0 0 5 7 12 0.00 0.00 41.67 58.3310 0 0 6 6 12 0.00 0.00 50.00 50.0011 0 0 3 17 20 0.00 0.00 15.00 85.0012 18 1 1 5 25 72.00 4.00 4.00 20.0013 3 0 0 15 18 16.67 0.00 0.00 83.3314 10 1 4 11 26 38.46 3.85 15.38 42.3115 6 0 0 6 12 50.00 0.00 0.00 50.0016 12 0 2 16 30 40.00 0.00 6.67 53.3317 8 0 5 13 26 30.77 0.00 19.23 50.0018 0 0 0 7 7 0.00 0.00 0.00 100.0019 12 0 1 3 16 75.00 0.00 6.25 18.7520 21 0 0 5 26 80.77 0.00 0.00 19.2321 16 0 0 2 18 88.89 0.00 0.00 11.1122 13 0 0 5 18 72.22 0.00 0.00 27.7823 4 0 2 9 15 26.67 0.00 13.33 60.0024 9 0 0 2 11 81.82 0.00 0.00 18.1825 10 0 4 1 15 66.67 0.00 26.67 6.6726 8 0 0 2 10 80.00 0.00 0.00 20.0027 10 0 2 1 13 76.92 0.00 15.38 7.6928 0 0 1 9 10 0.00 0.00 10.00 90.0029 3 0 1 5 9 33.33 0.00 11.11 55.5630 11 0 3 5 19 57.89 0.00 15.79 26.32

QUESTIONS ANALYSISBOOK 4

Chapter Male Female Male and Female Other Total %Male %Female

% Male and Female % Other

31 5 0 0 12 17 29.41 0.00 0.00 70.5932 12 0 1 11 24 50.00 0.00 4.17 45.8333 1 2 3 5 11 9.09 18.18 27.27 45.4534 2 0 9 6 17 11.76 0.00 52.94 35.2935 7 0 10 13 30 23.33 0.00 33.33 43.3336 13 0 8 6 27 48.15 0.00 29.63 22.2237 7 0 3 8 18 38.89 0.00 16.67 44.4438 3 0 4 9 16 18.75 0.00 25.00 56.2539 14 0 1 10 25 56.00 0.00 4.00 40.0040 3 2 8 8 21 14.29 9.52 38.10 38.1041 3 0 3 3 9 33.33 0.00 33.33 33.3342 16 0 7 6 29 55.17 0.00 24.14 20.6943 8 0 0 2 10 80.00 0.00 0.00 20.0044 8 0 1 11 20 40.00 0.00 5.00 55.0045 5 0 4 11 20 25.00 0.00 20.00 55.0046 6 0 4 12 22 27.27 0.00 18.18 54.5547 5 0 5 2 12 41.67 0.00 41.67 16.6748 5 0 1 11 17 29.41 0.00 5.88 64.7149 3 0 3 12 18 16.67 0.00 16.67 66.6750 5 0 0 1 6 83.33 0.00 0.00 16.6751 2 0 5 11 18 11.11 0.00 27.78 61.1152 14 0 1 5 20 70.00 0.00 5.00 25.0053 14 0 2 5 21 66.67 0.00 9.52 23.8154 7 0 0 7 14 50.00 0.00 0.00 50.0055 8 0 0 8 16 50.00 0.00 0.00 50.0056 2 0 1 6 9 22.22 0.00 11.11 66.67

BOOK 4

Chapter Male Female Male and Female Other Total %Male %Female

% Male and Female % Other

57 13 0 0 19 32 40.63 0.00 0.00 59.3858 13 0 1 14 28 46.43 0.00 3.57 50.0059 5 0 2 8 15 33.33 0.00 13.33 53.3360 5 0 6 2 13 38.46 0.00 46.15 15.3861 6 0 2 16 24 25.00 0.00 8.33 66.6762 5 0 0 7 12 41.67 0.00 0.00 58.3363 11 0 2 7 20 55.00 0.00 10.00 35.0064 13 0 3 9 25 52.00 0.00 12.00 36.0065 5 0 4 11 20 25.00 0.00 20.00 55.0066 9 1 5 11 26 34.62 3.85 19.23 42.3167 5 0 0 8 13 38.46 0.00 0.00 61.5468 12 0 2 11 25 48.00 0.00 8.00 44.0069 6 0 9 9 24 25.00 0.00 37.50 37.5070 8 0 8 6 22 36.36 0.00 36.36 27.2771 2 1 6 6 15 13.33 6.67 40.00 40.0072 0 1 5 13 19 0.00 5.26 26.32 68.4273 1 0 0 10 11 9.09 0.00 0.00 90.9174 0 18 2 1 21 0.00 85.71 9.52 4.7675 0 0 0 20 20 0.00 0.00 0.00 100.0076 2 6 1 17 26 7.69 23.08 3.85 65.38

491 35 213 633 1372 35.25 2.26 15.64 46.85

35.79 2.55 15.52 46.14 TOTALS AS

Totals & Average %

BOOK 4

Chapter Male Female Male and Female Other Total %Male %Female

% Male and Female % Other

1 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.002 0 0 0 7 7 0.00 0.00 0.00 100.003 0 0 0 8 8 0.00 0.00 0.00 100.004 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.005 0 0 1 8 9 0.00 0.00 11.11 88.896 0 0 2 7 9 0.00 0.00 22.22 77.787 2 0 3 1 6 33.33 0.00 50.00 16.678 1 0 7 10 18 5.56 0.00 38.89 55.569 1 0 0 2 3 33.33 0.00 0.00 66.6710 1 0 1 0 2 50.00 0.00 50.00 0.0011 0 0 0 3 3 0.00 0.00 0.00 100.0012 0 0 0 1 1 0.00 0.00 0.00 100.0013 3 0 0 0 3 100.00 0.00 0.00 0.0014 0 0 2 1 3 0.00 0.00 66.67 33.3315 1 1 1 4 7 14.29 14.29 14.29 57.1416 0 0 2 1 3 0.00 0.00 66.67 33.3317 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0018 0 0 1 2 3 0.00 0.00 33.33 66.6719 0 0 2 2 4 0.00 0.00 50.00 50.0020 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0021 6 0 0 0 6 100.00 0.00 0.00 0.0022 4 0 0 2 6 66.67 0.00 0.00 33.3323 0 0 1 3 4 0.00 0.00 25.00 75.0024 0 0 1 2 3 0.00 0.00 33.33 66.6725 1 0 0 3 4 25.00 0.00 0.00 75.0026 1 0 0 1 2 50.00 0.00 0.00 50.0027 1 0 1 0 2 50.00 0.00 50.00 0.0028 0 0 0 3 3 0.00 0.00 0.00 100.0029 2 0 0 0 2 100.00 0.00 0.00 0.00

QUESTIONS ANALYSISBOOK 5

Chapter Male Female Male and Female Other Total %Male %Female

% Male and Female % Other

30 3 0 0 0 3 100.00 0.00 0.00 0.0031 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0032 5 0 0 2 7 71.43 0.00 0.00 28.5733 5 0 0 0 5 100.00 0.00 0.00 0.0034 2 0 0 0 2 100.00 0.00 0.00 0.0035 4 0 1 0 5 80.00 0.00 20.00 0.0036 0 0 3 0 3 0.00 0.00 100.00 0.0037 4 0 0 1 5 80.00 0.00 0.00 20.0038 6 0 0 0 6 100.00 0.00 0.00 0.0039 8 0 0 1 9 88.89 0.00 0.00 11.1140 7 0 2 2 11 63.64 0.00 18.18 18.1841 0 0 3 0 3 0.00 0.00 100.00 0.0042 0 0 4 0 4 0.00 0.00 100.00 0.0043 11 0 0 3 14 78.57 0.00 0.00 21.4344 0 0 0 2 2 0.00 0.00 0.00 100.0045 2 0 0 0 2 100.00 0.00 0.00 0.0046 2 0 0 1 3 66.67 0.00 0.00 33.3347 8 0 0 0 8 100.00 0.00 0.00 0.0048 2 0 1 0 3 66.67 0.00 33.33 0.0049 3 0 0 1 4 75.00 0.00 0.00 25.0050 1 0 0 2 3 33.33 0.00 0.00 66.6751 2 0 0 2 4 50.00 0.00 0.00 50.0052 0 0 0 2 2 0.00 0.00 0.00 100.0053 0 0 3 5 8 0.00 0.00 37.50 62.5054 0 0 3 1 4 0.00 0.00 75.00 25.0055 0 0 1 1 2 0.00 0.00 50.00 50.0056 0 0 1 1 2 0.00 0.00 50.00 50.0057 1 0 0 2 3 33.33 0.00 0.00 66.6758 1 0 1 2 4 25.00 0.00 25.00 50.0059 1 0 0 2 3 33.33 0.00 0.00 66.6760 3 0 0 1 4 75.00 0.00 0.00 25.0061 0 0 3 3 6 0.00 0.00 50.00 50.00

BOOK 5

Chapter Male Female Male and Female Other Total %Male %Female

% Male and Female % Other

62 1 0 2 3 6 16.67 0.00 33.33 50.0063 3 0 1 3 7 42.86 0.00 14.29 42.8664 3 0 2 3 8 37.50 0.00 25.00 37.5065 1 0 0 2 3 33.33 0.00 0.00 66.6766 2 0 2 4 8 25.00 0.00 25.00 50.0067 0 0 0 1 1 0.00 0.00 0.00 100.0068 0 0 1 3 4 0.00 0.00 25.00 75.0069 2 0 1 4 7 28.57 0.00 14.29 57.1470 10 0 11 1 22 45.45 0.00 50.00 4.5571 0 0 2 10 12 0.00 0.00 16.67 83.33

127 1 73 142 343 33.50 0.20 19.35 39.90

37.03 0.29 21.28 41.40TOTALS AS

Totals & Average %

BOOK 5

Chapter Male Female Male and Female Other Total %Male %Female

% Male and Female % Other

SECTION 11 0 0 4 2 6 0.00 0.00 66.67 33.332 3 0 2 0 5 60.00 0.00 40.00 0.003 1 0 1 2 4 25.00 0.00 25.00 50.004 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.005 4 0 1 1 6 66.67 0.00 16.67 16.676 3 0 1 2 6 50.00 0.00 16.67 33.337 5 0 4 2 11 45.45 0.00 36.36 18.188 6 0 2 2 10 60.00 0.00 20.00 20.009 1 0 1 4 6 16.67 0.00 16.67 66.67

SECTION 2

1 4 0 0 1 5 80.00 0.00 0.00 20.002 2 0 0 4 6 33.33 0.00 0.00 66.673 3 0 0 6 9 33.33 0.00 0.00 66.674 7 0 0 3 10 70.00 0.00 0.00 30.00

SECTION 31 0 0 3 1 4 0.00 0.00 75.00 25.002 2 0 2 4 8 25.00 0.00 25.00 50.00

3 3 0 6 6 15 20.00 0.00 40.00 40.00

PART 21 0 4 2 2 8 0.00 50.00 25.00 25.00

BOOK 6QUESTIONS ANALYSIS

Chapter Male Female Male and Female Other Total %Male %Female

% Male and Female % Other

2 0 0 4 8 12 0.00 0.00 33.33 66.67

3 0 0 4 10 14 0.00 0.00 28.57 71.434 0 1 3 8 12 0.00 8.33 25.00 66.675 0 0 0 1 1 0.00 0.00 0.00 100.006 0 0 0 1 1 0.00 0.00 0.00 100.007 0 2 1 0 3 0.00 66.67 33.33 0.00

PART 3SECTION 1

1 1 0 0 7 8 12.50 0.00 0.00 87.502 1 0 0 4 5 20.00 0.00 0.00 80.003 0 0 5 5 10 0.00 0.00 50.00 50.004 12 0 3 1 16 75.00 0.00 18.75 6.255 4 0 1 7 12 33.33 0.00 8.33 58.336 2 0 4 1 7 28.57 0.00 57.14 14.297 1 0 0 6 7 14.29 0.00 0.00 85.718 3 0 4 4 11 27.27 0.00 36.36 36.369 3 0 0 1 4 75.00 0.00 0.00 25.0010 0 0 1 1 2 0.00 0.00 50.00 50.0011 1 0 1 3 5 20.00 0.00 20.00 60.0012 0 0 0 2 2 0.00 0.00 0.00 100.0013 0 0 1 2 3 0.00 0.00 33.33 66.67

SECTION 21 1 0 0 5 6 16.67 0.00 0.00 83.332 1 0 1 6 8 12.50 0.00 12.50 75.00

BOOK 6

Chapter Male Female Male and Female Other Total %Male %Female

% Male and Female % Other

3 15 0 0 4 19 78.95 0.00 0.00 21.054 7 0 1 5 13 53.85 0.00 7.69 38.465 1 0 0 2 3 33.33 0.00 0.00 66.67

SECTION 31 0 0 0 1 1 0.00 0.00 0.00 100.002 6 0 4 16 26 23.08 0.00 15.38 61.543 0 0 0 5 5 0.00 0.00 0.00 100.004 0 0 0 8 8 0.00 0.00 0.00 100.00

SECTION 41 2 0 2 2 6 33.33 0.00 33.33 33.332 4 0 1 5 10 40.00 0.00 10.00 50.00

3 5 0 8 6 19 26.32 0.00 42.11 31.584 0 0 1 7 8 0.00 0.00 12.50 87.50

SECTION 51 4 0 6 8 18 22.22 0.00 33.33 44.442 0 0 1 0 1 0.00 0.00 100.00 0.003 9 1 12 9 31 29.03 3.23 38.71 29.03

127 8 98 203 436 24.24 2.47 21.21 50.16

29.13 1.83 22.48 46.56

Totals & Average %

TOTALS AS

BOOK 6

Chapter Male Female Male and Female Other Total %Male %Female

% Male and Female % Other

SECTION 11 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.002 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.003 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.004 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.005 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.006 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.007 0 0 15 23 38 0.00 0.00 39.47 60.53

SECTION 21 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.002 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.003 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.004 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.005 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.006 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.007 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.008 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.009 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0010 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0011 32 6 8 18 64 50.00 9.38 12.50 28.13

SECTION 31 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.002 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.00

BOOK 7QUESTIONS ANALYSIS

Chapter Male Female Male and Female Other Total %Male %Female

% Male and Female % Other

3 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.004 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.005 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.006 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.007 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.008 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.009 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0010 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0011 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0012 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0013 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0014 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0015 8 0 37 26 71 11.27 0.00 52.11 36.62

SECTION 41 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.002 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.003 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.004 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.005 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.006 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.007 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.008 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.009 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0010 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0011 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0012 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0013 38 0 11 24 73 52.05 0.00 15.07 32.88

SECTION 51 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.00

BOOK 7

Chapter Male Female Male and Female Other Total %Male %Female

% Male and Female % Other

2 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.003 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.004 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.005 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.006 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.007 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.008 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.009 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0010 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0011 34 0 8 22 64 53.13 0.00 12.50 34.38

112 6 79 113 310 2.92 0.16 2.31 3.38

36.13 1.94 25.48 36.45TOTALS AS

BOOK 7

Totals & Average %

Chapter Male Female Male and

Female Other Total %Male %Female% Male and

Female % Other

SECTION 11 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.002 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.003 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.004 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.005 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.006 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.007 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.008 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.009 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0010 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0011 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0012 23 0 9 15 47 48.94 0.00 19.15 31.91

SECTION 21 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.002 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.003 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.004 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.005 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.006 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.007 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.008 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.009 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0010 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0011 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0012 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0013 52 3 13 15 83 62.65 3.61 15.66 18.07

BOOK 8QUESTIONS ANALYSIS

BOOK 8

Chapter Male Female Male and

Female Other Total %Male %Female% Male and

Female % Other SECTION 3

1 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.002 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.003 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.004 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.005 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.006 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.007 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.008 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.009 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0010 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0011 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0012 13 0 15 24 52 25.00 0.00 28.85 46.15

SECTION 41 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.002 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.003 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.004 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.005 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.006 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.007 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.008 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.009 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0010 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0011 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0012 34 2 6 14 56 60.71 3.57 10.71 25.00

Chapter Male Female Male and

Female Other Total %Male %Female% Male and

Female % Other SECTION 5

1 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.002 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.003 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.004 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.005 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.006 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.007 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.008 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.009 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0010 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0011 23 2 12 36 73 31.51 2.74 16.44 49.32

145 7 55 104 311 3.81 0.17 1.51 2.84

46.62 2.25 17.68 33.44TOTALS AS

BOOK 8

Totals & Average %

Chapter Male Female Male and Female Other Total %Male %Female

% Male and Female % Other

SECTION 1

1 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.002 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.003 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.004 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.005 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.006 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.007 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.008 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.009 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0010 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0011 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0012 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0013 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0014 45 2 21 44 112 40.18 1.79 18.75 39.29

SECTION 21 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.002 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.003 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.004 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.005 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.006 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.007 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.008 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.009 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0010 7 7 15 18 47 14.89 14.89 31.91 38.30

BOOK 9QUESTIONS ANALYSIS

Chapter Male Female Male and Female Other Total %Male %Female

% Male and Female % Other

SECTION 31 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.002 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.003 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.004 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.005 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.006 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.007 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.008 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.009 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0010 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0011 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0012 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0013 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0014 51 1 29 50 131 38.93 0.76 22.14 38.17

SECTON 4A1 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.00A2 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.00A3 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.00A4 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.00A5 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.00B1 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.00B2 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.00C1 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.00C2 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.00C3 14 0 7 54 75 18.67 0.00 9.33 72.00

117 10 72 166 365 2.35 0.36 1.71 3.9132.05 2.74 19.73 45.48TOTALS AS

Totals & Average %

BOOK 9

Chapter Male Female

Male and

Female Other Total %Male %Female% Male and

Female % Other

1 3 0 2 5 11 27.27 0.00 18.18 45.452 0 0 0 4 6 0.00 0.00 0.00 66.673 0 0 1 13 14 0.00 0.00 7.14 92.86

1 0 0 0 1 1 0.00 0.00 0.00 100.002 0 0 3 2 5 0.00 0.00 60.00 40.003 0 0 4 5 9 0.00 0.00 44.44 55.564 0 0 2 13 15 0.00 0.00 13.33 86.675 8 1 4 15 28 28.57 3.57 14.29 53.57

1 1 0 1 3 5 20.00 0.00 20.00 60.002 1 0 7 2 10 10.00 0.00 70.00 20.003 1 0 1 2 4 25.00 0.00 25.00 50.004 0 0 0 1 1 0.00 0.00 0.00 100.005 0 1 0 5 6 0.00 16.67 0.00 83.336 2 0 2 3 7 28.57 0.00 28.57 42.867 4 0 0 5 9 44.44 0.00 0.00 55.568 3 0 1 0 4 75.00 0.00 25.00 0.009 3 0 2 1 6 50.00 0.00 33.33 16.67

QUESTIONS ANALYSIS

BOOK 10

SECTION 1

SECTION 2

SECTION 3

Chapter Male Female

Male and

Female Other Total %Male %Female% Male and

Female % Other

1 4 0 2 1 7 57.14 0.00 28.57 14.292 3 0 4 14 21 14.29 0.00 19.05 66.673 9 1 1 15 26 34.62 3.85 3.85 57.694 7 0 4 10 21 33.33 0.00 19.05 47.625 12 0 1 11 24 50.00 0.00 4.17 45.836 4 0 4 13 21 19.05 0.00 19.05 61.90

1 0 0 0 3 3 0.00 0.00 0.00 100.002 4 0 0 6 10 40.00 0.00 0.00 60.003 4 0 0 6 10 40.00 0.00 0.00 60.004 4 0 1 2 7 57.14 0.00 14.29 28.575 2 0 0 3 5 40.00 0.00 0.00 60.006 2 0 0 5 7 28.57 0.00 0.00 71.437 3 0 1 3 7 42.86 0.00 14.29 42.868 3 0 1 0 4 75.00 0.00 25.00 0.009 6 0 1 0 7 85.71 0.00 14.29 0.00

10 3 0 1 3 7 42.86 0.00 14.29 42.8611 1 3 2 1 7 14.29 42.86 28.57 14.29

1 1 0 5 6 12 8.33 0.00 41.67 50.002 9 0 2 5 16 56.25 0.00 12.50 31.253 12 0 4 0 16 75.00 0.00 25.00 0.004 5 0 3 1 9 55.56 0.00 33.33 11.115 6 0 0 0 6 100.00 0.00 0.00 0.006 2 0 4 6 12 16.67 0.00 33.33 50.00

SECTION 5

SECTION 6

BOOK 10

SECTION 4

Chapter Male Female

Male and

Female Other Total %Male %Female% Male and

Female % Other

1 3 0 1 4 8 37.50 0.00 12.50 50.002 9 0 1 3 13 69.23 0.00 7.69 23.083 5 0 0 1 6 83.33 0.00 0.00 16.674 2 0 2 2 6 33.33 0.00 33.33 33.335 6 0 2 3 11 54.55 0.00 18.18 27.276 5 2 2 3 12 41.67 16.67 16.67 25.007 8 0 0 6 14 57.14 0.00 0.00 42.86

1 3 0 2 4 9 33.33 0.00 22.22 44.442 2 0 0 1 3 66.67 0.00 0.00 33.333 1 0 1 3 5 20.00 0.00 20.00 60.004 2 1 3 4 10 20.00 10.00 30.00 40.005 4 0 17 12 33 12.12 0.00 51.52 36.366 2 0 3 5 10 20.00 0.00 30.00 50.007 2 0 7 11 20 10.00 0.00 35.00 55.00

1 1 0 3 9 13 7.69 0.00 23.08 69.232 14 0 1 11 26 53.85 0.00 3.85 42.313 6 1 7 11 25 24.00 4.00 28.00 44.004 12 0 6 3 21 57.14 0.00 28.57 14.295 10 0 3 6 19 52.63 0.00 15.79 31.58

SECTION 8

SECTION 7

BOOK 10

SECTION 9

Chapter Male Female

Male and

Female Other Total %Male %Female% Male and

Female % Other

6 13 0 0 13 26 50.00 0.00 0.00 50.00

1 1 0 0 7 8 12.50 0.00 0.00 87.502 4 0 2 5 11 36.36 0.00 18.18 45.453 2 0 3 5 10 20.00 0.00 30.00 50.004 4 0 1 15 20 20.00 0.00 5.00 75.005 3 2 8 8 21 14.29 9.52 38.10 38.106 2 0 10 6 18 11.11 0.00 55.56 33.33

258 12 156 0 426 33.54 1.62 18.68 45.51

32.91 1.53 19.90 45.28 TOTALS AS %

SECTION 10

Totals & Average %

BOOK 10

Chapter Male Female Male and Female Other Total %Male %Female

% Male and Female % Other

SECTION 11A

1 1 0 3 5 9 11.11 0.00 33.33 55.562 2 2 2 7 13 15.38 15.38 15.38 53.853 6 0 2 3 11 54.55 0.00 18.18 27.274 5 0 1 0 6 83.33 0.00 16.67 0.005 2 0 3 2 7 28.57 0.00 42.86 28.576 3 0 1 1 5 60.00 0.00 20.00 20.007 4 0 0 1 5 80.00 0.00 0.00 20.008 2 0 0 4 6 33.33 0.00 0.00 66.67

SECTION 11B

1 4 0 4 3 11 36.36 0.00 36.36 27.272 2 0 1 1 4 50.00 0.00 25.00 25.003 2 0 2 2 6 33.33 0.00 33.33 33.334 0 0 1 3 4 0.00 0.00 25.00 75.005 2 0 0 5 7 28.57 0.00 0.00 71.436 1 0 0 5 6 16.67 0.00 0.00 83.33

SECTION 11C

1 2 0 3 6 11 18.18 0.00 27.27 54.552 0 0 1 1 2 0.00 0.00 50.00 50.003 2 0 3 6 11 18.18 0.00 27.27 54.554 1 0 0 6 7 14.29 0.00 0.00 85.71

QUESTIONS ANALYSISBOOK 11

Chapter Male Female Male and Female Other Total %Male %Female

% Male and Female % Other

SECTION 12

1 0 0 1 10 11 0.00 0.00 9.09 90.912 0 1 5 3 9 0.00 11.11 55.56 33.333 0 0 4 8 12 0.00 0.00 33.33 66.674 0 0 4 2 6 0.00 0.00 66.67 33.335 0 22 3 0 25 0.00 88.00 12.00 0.00

SECTION 13

1 1 0 1 5 7 14.29 0.00 14.29 71.432 3 0 0 5 8 37.50 0.00 0.00 62.503 3 0 4 8 15 20.00 0.00 26.67 53.33

4 11 0 0 11 22 50.00 0.00 0.00 50.005 5 0 0 10 15 33.33 0.00 0.00 66.676 3 0 2 12 17 17.65 0.00 11.76 70.59

SECTION 14A

1 6 0 2 17 25 24.00 0.00 8.00 68.002 5 0 0 10 15 33.33 0.00 0.00 66.673 2 0 0 6 8 25.00 0.00 0.00 75.00

BOOK 11

Chapter Male Female Male and Female Other Total %Male %Female

% Male and Female % Other

SECTION 14B

1 0 0 3 2 5 0.00 0.00 60.00 40.002 1 0 0 8 9 11.11 0.00 0.00 88.89

SECTION 14C

1 2 0 0 2 4 50.00 0.00 0.00 50.002 0 0 0 5 5 0.00 0.00 0.00 100.00

83 25 56 185 349 24.95 3.18 18.56 53.32

23.78 7.16 16.05 53.01 TOTALS AS %

Totals & Average %

BOOK 11

Chapter Male Female Male and

Female Other Total %Male %Female% Male and

Female % Other

1 0 1 0 29 30 0.00 0.03 0.00 96.672 0 0 0 19 19 0.00 0.00 0.00 100.003 0 0 5 8 13 0.00 0.00 0.38 61.544 0 0 5 18 23 0.00 0.00 0.22 78.265 0 0 7 13 20 0.00 0.00 0.35 65.006 2 1 7 21 31 0.06 0.03 0.23 67.747 2 0 0 25 27 0.07 0.00 0.00 92.598 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.009 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.00

10 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0011 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0012 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0013 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0014 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0015 5 1 16 36 58 9.62 1.92 30.77 69.2316 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0017 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0018 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0019 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0020 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0021 16 2 4 31 53 30.19 3.77 7.55 58.4922 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0023 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0024 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0025 43 0 8 25 76 56.58 0.00 10.53 32.89

QUESTIONS ANALYSIS

BOOK 12

YEAR ONE

Chapter Male Female Male and

Female Other Total %Male %Female% Male and

Female % Other

1 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.002 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.003 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.004 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.005 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.006 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.007 38 0 6 26 70 54.29 0.00 8.57 37.148 N/A N/A N/A 0 0 0.00 0.00 0.00 0.009 N/A N/A N/A 0 0 0.00 0.00 0.00 0.00

10 N/A N/A N/A 0 0 0.00 0.00 0.00 0.0011 N/A N/A N/A 0 0 0.00 0.00 0.00 0.0012 35 2 4 19 60 58.33 3.33 6.67 31.6713 0 0 0 0 0 0.00 0.00 0.00 0.0014 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0015 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0016 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0017 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0018 22 2 12 27 63 34.92 3.17 19.05 42.8619 3 0 0 3 6 50.00 0.00 0.00 50.0020 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0021 9 0 1 17 27 33.33 0.00 3.70 62.9622 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0023 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0024 11 1 1 13 26 42.31 3.85 3.85 50.0025 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0026 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0027 13 0 1 16 30 43.33 0.00 3.33 53.3328 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0029 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.00

YEAR TWO

BOOK 12

Chapter Male Female Male and

Female Other Total %Male %Female% Male and

Female % Other 30 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0031 6 0 0 29 35 17.14 0.00 0.00 82.8632 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0033 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0034 2 2 8 36 48 4.17 4.17 16.67 75.0035 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0036 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0037 11 0 8 26 45 24.44 0.00 17.78 57.78

1 5 0 0 11 16 31.25 0.00 0.00 68.752 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.003 4 0 1 17 22 18.18 0.00 4.55 77.274 12 0 1 15 28 42.86 0.00 3.57 53.575 23 0 0 14 37 62.16 0.00 0.00 37.846 3 0 0 9 12 25.00 0.00 0.00 75.007 6 0 0 5 11 54.55 0.00 0.00 45.458 2 0 0 14 16 12.50 0.00 0.00 87.509 11 0 0 5 16 68.75 0.00 0.00 31.25

10 6 0 0 8 14 42.86 0.00 0.00 57.1411 4 0 0 4 8 50.00 0.00 0.00 50.0012 8 0 0 6 14 57.14 0.00 0.00 42.8613 5 0 1 8 14 35.71 0.00 7.14 57.1414 2 0 1 6 9 22.22 0.00 11.11 66.6715 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0016 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0017 9 1 17 39 66 13.64 1.52 25.76 59.0918 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0019 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0020 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0021 7 2 7 26 42 16.67 4.76 16.67 61.9022 0 10 0 1 11 0.00 90.91 0.00 9.0923 0 0 2 12 14 0.00 0.00 14.29 85.71

BOOK 12

YEAR THREE

Chapter Male Female Male and

Female Other Total %Male %Female% Male and

Female % Other 24 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0025 0 2 10 38 50 0.00 4.00 20.00 76.0026 2 0 0 3 5 40.00 0.00 0.00 60.0027 10 0 2 4 16 62.50 0.00 12.50 25.0028 0 0 0 5 5 0.00 0.00 0.00 100.0029 1 0 1 9 11 9.09 0.00 9.09 81.8230 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0031 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0032 20 0 2 9 31 64.52 0.00 6.45 29.0333 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0034 22 2 2 21 47 46.81 4.26 4.26 44.6835 24 0 0 14 38 63.16 0.00 0.00 36.8436 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0037 23 0 1 39 63 36.51 0.00 1.59 61.9038 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0039 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0040 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0041 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0042 13 0 1 52 66 19.70 0.00 1.52 78.7943 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0044 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0045 N/A N/A N/A N/A 0 0.00 0.00 0.00 0.0046 5 1 1 44 11.36 2.27 2.27 0.00

445 30 143 831 1449 12.65 1.19 2.50 26.17

30.71 2.07 9.87 57.35

Totals & Avearage %

TOTALS AS

BOOK 12

Chapter Male Female Male and Female Other Total %Male %Female

% Male and Female % Other

1 1 0 0 20 21 4.76 0.00 0.00 95.242 0 0 0 25 25 0.00 0.00 0.00 100.003 1 0 6 19 26 3.85 0.00 23.08 73.084 0 0 3 22 25 0.00 0.00 12.00 88.005 7 1 4 22 34 20.59 2.94 11.76 64.716 16 0 0 16 32 50.00 0.00 0.00 50.007 3 0 5 16 24 12.50 0.00 20.83 66.678 4 0 7 12 23 17.39 0.00 30.43 52.179 0 1 4 11 16 0.00 6.25 25.00 68.7510 7 0 0 13 20 35.00 0.00 0.00 65.0011 11 0 0 21 32 34.38 0.00 0.00 65.6312 13 0 7 10 30 43.33 0.00 23.33 33.3313 7 0 1 19 27 25.93 0.00 3.70 70.3714 8 0 2 16 26 30.77 0.00 7.69 61.5415 6 0 2 9 17 35.29 0.00 11.76 52.9416 19 0 1 4 24 79.17 0.00 4.17 16.6717 14 0 2 7 23 60.87 0.00 8.70 30.4318 14 0 2 6 22 63.64 0.00 9.09 27.2719 18 1 1 1 21 85.71 4.76 4.76 4.7620 4 0 0 13 17 23.53 0.00 0.00 76.4721 10 0 1 8 19 52.63 0.00 5.26 42.1122 22 0 2 10 34 64.71 0.00 5.88 29.4123 9 0 2 9 20 45.00 0.00 10.00 45.00

BOOK 13QUESTIONS ANALYSIS

Chapter Male Female Male and Female Other Total %Male %Female

% Male and Female % Other

24 13 0 1 6 20 65.00 0.00 5.00 30.0025 21 0 1 4 26 80.77 0.00 3.85 15.3826 19 0 2 3 24 79.17 0.00 8.33 12.5027 14 5 7 2 28 50.00 17.86 25.00 7.1428 9 1 0 11 21 42.86 4.76 0.00 52.3829 6 0 4 10 20 30.00 0.00 20.00 50.0030 10 0 7 13 30 33.33 0.00 23.33 43.3331 6 0 7 14 27 22.22 0.00 25.93 51.8532 9 0 6 8 23 39.13 0.00 26.09 34.7833 9 0 4 10 23 39.13 0.00 17.39 43.4834 10 0 2 12 24 41.67 0.00 8.33 50.0035 4 0 11 10 25 16.00 0.00 44.00 40.0036 17 0 3 12 32 53.13 0.00 9.38 37.5037 9 0 5 10 24 37.50 0.00 20.83 41.6738 24 0 1 11 36 66.67 0.00 2.78 30.5639 4 0 1 18 23 17.39 0.00 4.35 78.2640 13 0 2 13 28 46.43 0.00 7.14 46.4341 5 0 1 14 20 25.00 0.00 5.00 70.0042 2 1 15 12 30 6.67 3.33 50.00 40.0043 7 0 5 14 26 26.92 0.00 19.23 53.8544 8 0 3 6 17 47.06 0.00 17.65 35.2945 8 0 12 18 38 21.05 0.00 31.58 47.3746 5 0 2 17 24 20.83 0.00 8.33 70.8347 7 0 2 11 20 35.00 0.00 10.00 55.0048 13 0 4 14 31 41.94 0.00 12.90 45.1649 18 0 9 9 36 50.00 0.00 25.00 25.0050 17 0 0 9 26 65.38 0.00 0.00 34.6251 9 0 1 12 22 40.91 0.00 4.55 54.5552 8 0 3 21 32 25.00 0.00 9.38 65.6353 7 0 4 12 23 30.43 0.00 17.39 52.17

BOOK 13

Chapter Male Female Male and Female Other Total %Male %Female

% Male and Female % Other

54 11 0 5 15 31 35.48 0.00 16.13 48.3955 12 0 8 10 30 40.00 0.00 26.67 33.3356 15 0 5 10 30 50.00 0.00 16.67 33.3357 3 0 1 22 26 11.54 0.00 3.85 84.6258 13 0 5 17 35 37.14 0.00 14.29 48.5759 6 0 0 17 23 26.09 0.00 0.00 73.9160 2 0 1 19 22 9.09 0.00 4.55 86.3661 6 0 5 14 25 24.00 0.00 20.00 56.0062 10 0 1 14 25 40.00 0.00 4.00 56.0063 9 0 0 14 23 39.13 0.00 0.00 60.8764 8 0 2 10 20 40.00 0.00 10.00 50.0065 10 0 3 9 22 45.45 0.00 13.64 40.9166 6 1 1 14 22 27.27 4.55 4.55 63.6467 5 0 3 13 21 23.81 0.00 14.29 61.9068 8 1 5 12 26 30.77 3.85 19.23 46.1569 3 0 4 15 22 13.64 0.00 18.18 68.1870 0 13 2 3 18 0.00 72.22 11.11 16.6771 7 0 4 6 17 41.18 0.00 23.53 35.2972 2 0 1 14 17 11.76 0.00 5.88 82.35

641 25 233 893 1792 35.17 1.67 12.59 50.57

35.77 1.40 13.00 49.83 TOTALS AS

Totals & Average %

BOOK 13

Chapter Male Female Male and Female Other Total %Male %Female

% Male and Female % Other

1 0 0 0 19 19 0.00 0.00 0.00 100.002 3 0 7 14 24 12.50 0.00 29.17 58.333 0 0 7 17 24 0.00 0.00 29.17 70.834 2 0 5 19 26 7.69 0.00 19.23 73.085 7 1 5 20 33 21.21 3.03 15.15 60.616 9 0 0 21 30 30.00 0.00 0.00 70.007 1 0 9 14 24 4.17 0.00 37.50 58.338 5 0 5 13 23 21.74 0.00 21.74 56.529 4 1 4 7 16 25.00 6.25 25.00 43.7510 8 0 0 11 19 42.11 0.00 0.00 57.8911 14 0 1 15 30 46.67 0.00 3.33 50.0012 10 0 8 10 28 35.71 0.00 28.57 35.7113 7 0 4 15 26 26.92 0.00 15.38 57.6914 6 0 4 14 24 25.00 0.00 16.67 58.3315 4 0 4 8 16 25.00 0.00 25.00 50.0016 19 0 0 6 25 76.00 0.00 0.00 24.0017 12 0 2 10 24 50.00 0.00 8.33 41.6718 15 0 0 7 22 68.18 0.00 0.00 31.8219 18 0 2 3 23 78.26 0.00 8.70 13.0420 6 0 0 12 18 33.33 0.00 0.00 66.6721 12 0 0 8 20 60.00 0.00 0.00 40.0022 24 0 4 9 37 64.86 0.00 10.81 24.3223 11 0 6 11 28 39.29 0.00 21.43 39.29

BOOK 14QUESTIONS ANALYSIS

Chapter Male Female Male and Female Other Total %Male %Female

% Male and Female % Other

24 12 0 2 6 20 60.00 0.00 10.00 30.0025 18 0 2 6 26 69.23 0.00 7.69 23.0826 14 0 3 8 25 56.00 0.00 12.00 32.0027 15 4 5 4 28 53.57 14.29 17.86 14.2928 8 1 0 12 21 38.10 4.76 0.00 57.1429 6 0 5 9 20 30.00 0.00 25.00 45.0030 13 0 8 13 34 38.24 0.00 23.53 38.2431 10 0 7 10 27 37.04 0.00 25.93 37.0432 14 0 8 7 29 48.28 0.00 27.59 24.1433 7 0 6 11 24 29.17 0.00 25.00 45.8334 9 0 1 14 24 37.50 0.00 4.17 58.3335 6 0 13 11 30 20.00 0.00 43.33 36.6736 22 0 2 12 36 61.11 0.00 5.56 33.3337 9 0 7 8 24 37.50 0.00 29.17 33.3338 23 0 2 10 35 65.71 0.00 5.71 28.5739 3 0 0 20 23 13.04 0.00 0.00 86.9640 12 0 1 15 28 42.86 0.00 3.57 53.5741 6 0 1 15 22 27.27 0.00 4.55 68.1842 2 1 17 14 34 5.88 2.94 50.00 41.1843 6 0 6 14 26 23.08 0.00 23.08 53.8544 8 0 0 9 17 47.06 0.00 0.00 52.9445 6 0 14 19 39 15.38 0.00 35.90 48.72

426 8 187 530 1151 36.66 0.69 15.44 47.21

37.01 0.70 16.25 46.05

Totals & Average %

TOTALS AS %

BOOK 14

Chapter Male Female Male and Female Other Total %Male %Female

% Male and Female % Other

46 6 0 2 17 25 24.00 0.00 8.00 68.0047 6 0 3 11 20 30.00 0.00 15.00 55.0048 10 0 3 19 32 31.25 0.00 9.38 59.3849 12 0 6 17 35 34.29 0.00 17.14 48.5750 16 0 0 17 33 48.48 0.00 0.00 51.5251 6 0 0 19 25 24.00 0.00 0.00 76.0052 12 4 3 16 35 34.29 11.43 8.57 45.7153 7 0 3 13 23 30.43 0.00 13.04 56.5254 8 0 2 23 33 24.24 0.00 6.06 69.7055 13 0 4 16 33 39.39 0.00 12.12 48.4856 18 0 4 12 34 52.94 0.00 11.76 35.2957 3 0 0 23 26 11.54 0.00 0.00 88.4658 14 0 2 18 34 41.18 0.00 5.88 52.9459 4 0 0 19 23 17.39 0.00 0.00 82.6160 2 1 0 19 22 9.09 4.55 0.00 86.3661 6 0 5 14 25 24.00 0.00 20.00 56.0062 12 0 1 14 27 44.44 0.00 3.70 51.85

BOOK 15QUESTIONS ANALYSIS

63 10 0 0 17 27 37.04 0.00 0.00 62.9664 10 0 1 10 21 47.62 0.00 4.76 47.6265 11 0 1 10 22 50.00 0.00 4.55 45.4566 6 0 1 16 23 26.09 0.00 4.35 69.5767 5 0 2 15 22 22.73 0.00 9.09 68.1868 5 1 4 19 29 17.24 3.45 13.79 65.5269 1 3 0 24 28 3.57 10.71 0.00 85.7170 0 14 0 4 18 0.00 77.78 0.00 22.2271 6 0 1 10 17 35.29 0.00 5.88 58.8272 1 0 0 20 21 4.76 0.00 0.00 95.24

210 23 48 432 713 28.34 4.00 6.41 61.2529.45 3.23 6.73 60.59

Totals & Average %

TOTALS AS %

Appendix G Analysis of Contents Pages in Textbooks

133

AUTHOR MALE FEMALEMALE AND

FEMALE OTHER TOTAL %MALE %FEMALE%MALE AND

FEMALE %OTHER

Book 1 4 0 4 27 35 11.43 0.00 11.43 77.14

Book 2 13 0 1 24 38 34.21 0.00 2.63 63.16

Book 3 2 1 1 23 27 7.41 3.70 3.70 85.19

Book 4 15 1 5 55 76 19.74 1.32 6.58 72.37

Book 5 13 0 8 50 71 18.31 0.00 11.27 70.42

Book 6 3 1 4 45 53 5.66 1.89 7.55 84.91

Book 7 0 0 1 4 5 0.00 0.00 20.00 80.00

Book 8 0 0 0 5 5 0.00 0.00 0.00 100.00

Book 9 0 0 0 4 4 0.00 0.00 0.00 100.00

Book 10 and 11 * 12 2 9 79 102 11.76 1.96 8.82 77.45

Book 12 16 1 3 88 108 14.81 0.93 2.78 81.48

Book 13 5 1 0 65 71 7.04 1.41 0.00 91.55

Book 14 8 0 4 33 45 17.78 0.00 8.89 73.33

Book 15 2 1 0 24 27 7.41 3.70 0.00 88.89TOTALS AND AVERAGE % 93 8 40 526 667 11.11 1.06 5.97 81.85

TOTALS AS % 13.94 1.20 6.00 78.86

CONTENTS PAGE ANALYSIS

* = These titles are in a series and have a combined contents page

Appendix H Analysis of Index Pages in Textbooks

135

Author and TitleMen By Name

Men by Group

Women by

Name

Women by

Group

Men & Women/

Mixed Groups Others Total

%Men by Name

%Men by Group

%Women by Name

%Women by Group

%Men & Women/

Mixed Groups %Others

Book 5 114 25 9 4 14 296 462 24.68 5.41 1.95 0.87 3.03 64.07

Book 6 115 22 15 4 38 326 520 22.12 4.23 2.88 0.77 7.31 62.69

Book 7 7 8 0 0 0 55 70 10.00 11.43 0.00 0.00 0.00 78.57

Book 8 34 3 3 0 4 35 79 43.04 3.80 3.80 0.00 5.06 44.30

Book 9 50 9 6 0 5 79 149 33.56 6.04 4.03 0.00 3.36 53.02

Book 10 & 11 * 189 18 15 4 38 213 477 39.62 3.77 3.14 0.84 7.97 44.65

TOTALS AND AVERAGE %'S 509 85 48 12 99 1004 1757 28.83 5.78 2.63 0.41 4.45 57.89

TOTALS AS % 28.97 4.84 2.73 0.68 5.63 57.14

NOTE: NOT ALL TEXTS CONTAINED IN STUDY HAVE INDEXESINDEX ANALYSES

* = These titles are in a series and have a combined index

Appendix I

Abbreviated Examination Paper Files

137

YEAR MALE FEMALE MALE AND FEMALE OTHER TOTALTOTAL

CLOSED Q'S

% OF CLOSED Q'S

MALE

% OF CLOSED Q'S

FEMALE

1992 7 3 10 19 39 10 70 30

1993 15 0 12 14 41 15 100.00 0.00

1994 8 4 4 27 43 12 66.67 33.33

1995 17 0 8 20 45 17 100.00 0.00

1996 16 1 15 20 52 17 94.12 5.88

1997 22 0 7 26 55 22 100.00 0.00

1998 15 0 8 29 52 15 100.00 0.00

1999 14 4 9 27 54 18 77.78 22.22

2000 16 6 9 22 53 22 72.73 27.27

2001 15 2 11 22 50 17 88.24 11.76

2002 16 1 14 21 52 17 94.12 5.88

TOTALS AND AVERAGE %'S 161 21 107 247 536 182 87.60 12.40

TOTALS AS % 30.04 3.92 19.96 46.08

SUMMARY ANALYSIS OF ORDINARY LEVEL EXAMINATION PAPERS 1992-2002

YEAR MALE FEMALEMALE AND

FEMALE OTHER TOTAL TOTAL

CLOSED Q'S

% OF CLOSED Q'S

MALE

% OF CLOSED Q'S

FEMALE

1992 16 1 13 48 78 17 94.12 5.88

1993 17 0 10 51 78 17 100.00 0.00

1994 10 1 13 42 66 11 90.91 9.09

1995 24 0 8 40 72 24 100.00 0.00

1996 27 1 9 52 89 28 96.43 3.57

1997 19 0 6 49 74 19 100.00 0.00

1998 22 1 11 44 78 23 95.65 4.35

1999 32 1 11 42 86 33 96.97 3.03

2000 27 2 9 44 82 29 93.10 6.90

2001 11 1 14 49 75 12 91.67 8.33

2002 24 2 13 41 80 26 92.31 7.69

TOTALS AND AVERAGE %'S 229 10 117 502 858 239 95.56 4.44

TOTALS AS % 26.69 1.17 13.64 58.51

SUMMARY ANALYSIS OF HIGHER LEVEL EXAMINATION PAPERS 1992-2002

Appendix J Yearly Files (1992-2002) for Examination Papers – Ordinary Level

140

SECTION NUMBER CATEGORIES MALE FEMALEMALE AND

FEMALE OTHER REP CODEOPEN/ CLOSED

QUESTION

1 PICTURESA

I � 3 N.G.II � N/A N.G.III � N/A OPEN

B I � 17 CLOSED

C I � 2 CLOSEDII � N/A N.G.III � 2 CLOSED

2 DOCUMENTS

I � N/A CLOSEDII � N/A CLOSEDIII � N/A OPENIV � N/A OPENV � N/A CLOSEDVI � N/A N.G.

3SHORT QUESTIONS 1 � N/A N.G.

2 � N/A N.G.3 � N/A N.G.4 � N/A N.G.5 � N/A OPEN6 � N/A N.G.

ORDINARY LEVEL EXAMINATION PAPER 1992

THIS EXAM PAPER HAS COMBINED DOCUMENTS QUESTION

SECTION NUMBER CATEGORIES MALE FEMALEMALE AND

FEMALE OTHER REP CODEOPEN/ CLOSED

QUESTION

ORDINARY LEVEL EXAMINATION PAPER 1992

7 � N/A N.G.8 � N/A N.G.9 � N/A OPEN10 � N/A N.G.11 � N/A N.G.12 � N/A OPEN13 � N/A N.G.14 � N/A N.G.15 � N/A OPEN16 � N/A N.G.17 � N/A N.G.18 � N/A N.G.19 � N/A N.G.20 � N/A CLOSED

4 PEOPLE IN HISTORYa I � N/A OPEN

ii � N/A CLOSEDiii � N/A CLOSED

b I � N/A OPENii � N/A OPENiii � N/A CLOSED

7 3 10 19

10

10TOTAL NUMBER OF CLOSED QUESTIONS

TOTAL NUMBER OF QUESTIONS PER CATEGORY

TOTAL NUMBER OF OPEN QUESTIONS

SECTION NUMBER CATEGORIES MALE FEMALEMALE AND

FEMALE OTHER REP CODEOPEN/ CLOSED

QUESTION

1 PICTURESA

I � 16 OPENii � 16 OPENiii � N/A N.G.

B I � 1 N.G.ii � 1 CLOSEDiii � 1 CLOSED

C I � 11 OPENii � 11 CLOSE

2 DOCUMENTSdocument 1 a I � N/A OPEN

ii � N/A CLOSEDiii � N/A CLOSEDiv � N/A CLOSEDv � N/A OPENvi � N/A CLOSED

ORDINARY LEVEL EXAMINATION PAPER 1993

SECTION NUMBER CATEGORIES MALE FEMALEMALE AND

FEMALE OTHER REP CODEOPEN/ CLOSED

QUESTION

ORDINARY LEVEL EXAMINATION PAPER 1993

3SHORT QUESTIONS

1 � N/A N.G.2 � N/A N.G.3 � N/A N.G.4 � N/A OPEN5 � N/A N.G.6 � N/A CLOSED7 � N/A CLOSED8 � N/A N.G.9 � N/A N.G.

10 � N/A N.G.11 � N/A N.G.12 � N/A CLOSED13 � N/A CLOSED14 � N/A N.G.15 � N/A OPEN16 � N/A CLOSED17 � N/A N.G.18 � N/A N.G.

19 a � N/A OPEN19 b � N/A N.G.

20 � N/A OPEN

4PEOPLE IN HISTORY

a I � N/A OPENii � N/A OPEN

NO SECOND DOCUMENT QUESTION ON THIS EXAM PAPER

SECTION NUMBER CATEGORIES MALE FEMALEMALE AND

FEMALE OTHER REP CODEOPEN/ CLOSED

QUESTION

ORDINARY LEVEL EXAMINATION PAPER 1993

iii � N/A CLOSED

b I � N/A OPENii � N/A CLOSEDiii � N/A CLOSED

15 0 12 14

12

15

TOTAL NUMBER OF OPEN QUESTIONS

TOTAL NUMBER OF CLOSED QUESTIONS

TOTAL NUMBER OF QUESTIONS PER CATEGORY

SECTION NUMBER CATEGORIES MALE FEMALEMALE AND

FEMALE OTHER REP CODEOPEN/ CLOSED

QUESTION1 PICTURESA

I � OTHER N.G.II � OTHER N.G.III � OTHER N.G.

B I � 17 N.G.II � 17 N.G.III � N/A CLOSED

C I � 11 CLOSEDII � 11 CLOSEDIII � 11 CLOSED

2 DOCUMENTSdocument 1 a I � N/A OPEN

II � N/A N.G.III � N/A N.G.IV � N/A N.G.

document 2 b I � N/A N.G.II � N/A N.G.III � N/A N.G.IV � N/A N.G.

3SHORT QUESTIONS 1 � N/A N.G.

2 � N/A N.G.3 � N/A CLOSED

ORDINARY LEVEL EXAMINATION PAPER 1994

SECTION NUMBER CATEGORIES MALE FEMALEMALE AND

FEMALE OTHER REP CODEOPEN/ CLOSED

QUESTION

ORDINARY LEVEL EXAMINATION PAPER 1994

4 � N/A CLOSED5 � N/A N.G.6 � N/A N.G.7 � N/A N.G.8 � N/A N.G.9 � N/A CLOSED10 � N/A N.G.11 � N/A N.G.12 � N/A N.G.13 � N/A N.G.14 � N/A CLOSED15 � N/A N.G.16 � N/A N.G.17 � N/A OPEN18 � N/A N.G.19 � N/A N.G.20 � N/A N.G.

4 PEOPLE IN HISTORYa I � N/A OPEN

II � N/A CLOSEDIII � N/A CLOSED

b I � N/A CLOSEDII � N/A OPENIII � N/A CLOSED

8 4 4 27

4

12TOTAL NUMBER OF CLOSED QUESTIONS

TOTAL NUMBER OF QUESTIONS PER CATEGORY

TOTAL NUMBER OF OPEN QUESTIONS

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP CODEOPEN/ CLOSED

QUESTION1 PICTURESA

I � OTHER N.G.II � OTHER OPENIII � OTHER N.G.IV � OTHER OPEN

B I � 17 CLOSEDII � 17 CLOSEDIII � 17 N.G.

C I � 2 CLOSEDII � 2 CLOSED

2 DOCUMENTSdocument 1 a I � N/A CLOSED

II � N/A CLOSEDIII � N/A CLOSEDIV � N/A CLOSEDV � N/A CLOSED

document 2 b I � N/A N.G.II � N/A CLOSEDIII � N/A N.G.IV � N/A N.G.

3SHORT QUESTIONS 1 � N/A N.G.

2 � N/A OPEN3 � N/A N.G.4 � N/A N.G.5 � N/A N.G.6 � N/A N.G.7 � N/A N.G.

ORDINARY LEVEL EXAMINATION PAPER 1995

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP CODEOPEN/ CLOSED

QUESTION

ORDINARY LEVEL EXAMINATION PAPER 1995

8 � N/A CLOSED9 � N/A N.G.10 � N/A OPEN11 � N/A CLOSED12 � N/A OPEN13 � N/A N.G.14 � N/A CLOSED15 � N/A N.G.16 � N/A N.G.17 � N/A N.G.18 � N/A N.G.19 � N/A N.G.20 � N/A N.G.

4PEOPLE IN HISTORY

a I � N/A CLOSEDII � N/A OPENIII � N/A CLOSED

b I � N/A CLOSEDII � N/A OPENiii a � N/A CLOSED b � N/A OPEN

17 0 8 20

8

17TOTAL NUMBER OF CLOSED QUESTIONS

TOTAL NUMBER OF QUESTIONS PER CATEGORY

TOTAL NUMBER OF OPEN QUESTIONS

SECTION NUMBER CATEGORIES MALE FEMALEMALE AND

FEMALE OTHER REP CODEOPEN/ CLOSED

QUESTION1 PICTURESA

I � OTHER OPENII � OTHER N.G.III � OTHER N.G.IV � OTHER N.G.V � OTHER N.G.

B I � OTHER N.G.II � OTHER N.G.III � OTHER N.G.IV � OTHER N.G.

C I � 11 CLOSEDII � 11 N.G.III � 11 N.G.IV � 11 N.G.

2 DOCUMENTSdocument 1 a I � N/A OPEN

II � N/A OPENIII � N/A OPENIV � N/A OPENV � N/A OPENVI � N/A OPEN

document 2 b I � N/A CLOSED

ORDINARY LEVEL EXAMINATION PAPER 1996

SECTION NUMBER CATEGORIES MALE FEMALEMALE AND

FEMALE OTHER REP CODEOPEN/ CLOSED

QUESTION

ORDINARY LEVEL EXAMINATION PAPER 1996

II � N/A CLOSEDIII � N/A CLOSEDIV � N/A CLOSEDV � N/A CLOSEDVI � N/A OPEN

3SHORT QUESTIONS 1 � N/A OPEN

2 � N/A OPEN3 � N/A N.G.4 � N/A N.G.5 � N/A N.G.6 � N/A OPEN7 � N/A N.G.8 � N/A CLOSED9 � N/A CLOSED10 � N/A OPEN11 � N/A CLOSED12 � N/A N.G.13 � N/A CLOSED14 � N/A N.G.15 � N/A N.G.16 � N/A CLOSED17 � N/A N.G.18 � N/A OPEN19 � N/A CLOSED20 � N/A N.G.

SECTION NUMBER CATEGORIES MALE FEMALEMALE AND

FEMALE OTHER REP CODEOPEN/ CLOSED

QUESTION

ORDINARY LEVEL EXAMINATION PAPER 1996

4PEOPLE IN HISTORY

a I � N/A CLOSEDII � N/A CLOSEDIII � N/A CLOSED

b I � N/A OPENII a � N/A OPEN b � N/A CLOSEDIII � N/A CLOSED

16 1 15 20

15

17TOTAL NUMBER OF CLOSED QUESTIONS

TOTAL NUMBER OF QUESTIONS PER CATEGORY

TOTAL NUMBER OF OPEN QUESTIONS

SECTION NUMBER CATEGORIES MALE FEMALEMALE AND

FEMALE OTHER REP CODEOPEN/ CLOSED

QUESTION1 PICTURESA

I � OTHER N.G.II � 16 CLOSEDIII � 16 CLOSEDIV � OTHER N.G.V � OTHER N.G.VI � N/A N.G.

B I � OTHER N.G.II � OTHER N.G.III � OTHER N.G.IV � OTHER N.G.V � N/A N.G.

C I � 11 CLOSEDII � N/A N.G.III � 11 CLOSED

document 1 a I � N/A CLOSEDII � N/A CLOSEDIII � N/A CLOSEDIV � N/A OPENV � N/A CLOSEDVI � N/A CLOSEDVII � N/A CLOSEDVIII � N/A N.G.

ORDINARY LEVEL EXAMINATION PAPER 1997

SECTION NUMBER CATEGORIES MALE FEMALEMALE AND

FEMALE OTHER REP CODEOPEN/ CLOSED

QUESTION

ORDINARY LEVEL EXAMINATION PAPER 1997

document 2 b I � N/A N.G.II � N/A N.G.III � N/A CLOSEDIV � N/A OPENV � OTHER N.G.

3SHORT QUESTIONS 1 � N/A OPEN

4 � N/A N.G.5 � N/A N.G.6 � N/A N.G.7 � N/A CLOSED8 � N/A CLOSED9 � N/A N.G.10 � N/A N.G.11 � N/A CLOSED12 � N/A N.G.13 � N/A N.G.14 � N/A OPEN15 � N/A CLOSED16 � N/A N.G.17 � N/A OPEN18 � N/A N.G.19 � N/A CLOSED20 � N/A N.G.

SECTION NUMBER CATEGORIES MALE FEMALEMALE AND

FEMALE OTHER REP CODEOPEN/ CLOSED

QUESTION

ORDINARY LEVEL EXAMINATION PAPER 1997

4PEOPLE IN HISTORY

a I � N/A CLOSEDII � OTHER CLOSEDIII � N/A CLOSED

b I � N/A CLOSEDII � N/A CLOSEDIII a � N/A OPEN b � N/A OPEN

22 0 7 26

7

22TOTAL NUMBER OF CLOSED QUESTIONS

TOTAL NUMBER OF QUESTIONS PER CATEGORY

TOTAL NUMBER OF OPEN QUESTIONS

SECTION NUMBER CATEGORIES MALE FEMALEMALE AND

FEMALE OTHER REP CODEOPEN/ CLOSED

QUESTION1 PICTURESA

I � OTHER N.G.II � OTHER N.G.III � 1 OPENIV � OTHER N.G.

B I � OTHER N.G.II � OTHER N.G.III � 22 CLOSEDIV � OTHER N.G.V � N/A N.G.

C I � 19 N.G.II � 19 N.G.III � 11 N.G.IV � OTHER N.G.V � OTHER N.G.

2 DOCUMENTSdocument 1 a I � N/A CLOSED

II � N/A CLOSEDIII � N/A CLOSEDIV � OTHER N.G.V � 11 CLOSEDVI � N/A N.G.

document 2 b I � N/A N.GII � N/A CLOSEDIII � N/A CLOSEDIV � N/A OPENV � N/A OPEN

ORDINARY LEVEL EXAMINATION PAPER 1998

SECTION NUMBER CATEGORIES MALE FEMALEMALE AND

FEMALE OTHER REP CODEOPEN/ CLOSED

QUESTION

ORDINARY LEVEL EXAMINATION PAPER 1998

3SHORT QUESTIONS 1 � N/A N.G.

2 � N/A N.G.3 � N/A N.G.4 � N/A N.G.5 � N/A N.G.6 � N/A N.G.7 � N/A CLOSED8 � N/A N.G.9 � N/A CLOSED10 � 22 CLOSED11 � N/A N.G.12 � N/A CLOSED13 � N/A CLOSED14 � N/A N.G.15 � N/A N.G.16 � N/A OPEN17 � N/A OPEN18 � N/A N.G.19 � N/A N.G.20 � N/A N.G.

4PEOPLE IN HISTORY

a I � N/A CLOSEDII � N/A CLOSED

SECTION NUMBER CATEGORIES MALE FEMALEMALE AND

FEMALE OTHER REP CODEOPEN/ CLOSED

QUESTION

ORDINARY LEVEL EXAMINATION PAPER 1998

III � N/A CLOSED

b I � N/A CLOSEDII � N/A OPENIII a � N/A OPEN b � N/A OPEN

15 0 8 29

8

15TOTAL NUMBER OF CLOSED QUESTIONS

TOTAL NUMBER OF QUESTIONS PER CATEGORY

TOTAL NUMBER OF OPEN QUESTIONS

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION1 PICTURESA

I � 20 OPENII � OTHER N.G.III � 20 N.G.IV � N/A N.G.

B I � OTHER N.G.II � 19 CLOSEDIII � N/A N.G.IV � N/A N.G.

C I � OTHER N.G.II � OTHER N.G.III � N/A N.G.IV � N/A CLOSED

2 DOCUMENTSdocument 1 a I � N/A CLOSED

II � N/A CLOSEDIII � N/A CLOSEDIV � N/A CLOSEDV � N/A CLOSEDVI � N/A N.G.

document 2 b I � N/A OPENII � N/A OPENIII � N/A CLOSEDIV � N/A CLOSEDV � N/A CLOSEDVI � N/A CLOSEDVII � OTHER N.G.

ORDINARY LEVEL EXAMINATION PAPER 1999

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

ORDINARY LEVEL EXAMINATION PAPER 1999

3SHORT QUESTIONS 1 � OTHER N.G.

2 � N/A N.G.3 � N/A N.G.4 � N/A N.G.5 � N/A CLOSED6 � N/A N.G.7 � N/A N.G.8 � N/A N.G.9 � N/A N.G.10 � N/A N.G.11 � N/A N.G.12 � N/A CLOSED13 � N/A CLOSED14a � N/A N.G.14b � N/A N.G.15a � N/A OPEN15b � N/A CLOSED16 � N/A N.G.17 � N/A N.G.18 � N/A N.G.19 � N/A OPEN20 � N/A N.G.

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

ORDINARY LEVEL EXAMINATION PAPER 1999

4 PEOPLE IN HISTORYa I � N/A OPEN

II � N/A OPENIII � N/A CLOSED

b I � N/A CLOSEDII � N/A OPENIII a � N/A OPEN b � N/A CLOSED

14 4 9 27

9

18TOTAL NUMBER OF CLOSED QUESTIONS

TOTAL NUMBER OF QUESTIONS PER CATEGORY

TOTAL NUMBER OF OPEN QUESTIONS

SECTION NUMBER CATEGORIES MALE FEMALEMALE AND

FEMALE OTHER REP CODEOPEN/ CLOSED

QUESTION1 PICTURESA

I � 16 CLOSEDII � 16 CLOSEDIII � OTHER N.G.IV � N/A OPENV � N/A OPEN

B I � OTHER N.G.II � OTHER CLOSEDIII � OTHER CLOSEDIV � OTHER N.G.V � OTHER N.G.

C I � OTHER N.G.II � OTHER N.G.III � N/A CLOSED

2 DOCUMENTSdocument 1 a I � N/A CLOSED

II � N/A CLOSEDIII � N/A CLOSEDIV � N/A OPENV � N/A CLOSEDVI � N/A CLOSEDVII � N/A N.G.

document 2 b I � N/A OPENII � N/A CLOSEDIII � N/A CLOSEDIV � N/A CLOSED

ORDINARY LEVEL EXAMINATION PAPER 2000

SECTION NUMBER CATEGORIES MALE FEMALEMALE AND

FEMALE OTHER REP CODEOPEN/ CLOSED

QUESTION

ORDINARY LEVEL EXAMINATION PAPER 2000

V � N/A CLOSEDVI � N/A N.G.

3SHORT QUESTIONS 1 � N/A N.G.

2 � N/A N.G.3 � N/A N.G.4 � N/A CLOSED5 � N/A N.G.6 � N/A N.G.7 � N/A CLOSED8 � N/A OPEN9 � N/A OPEN10 � N/A N.G.11 � N/A CLOSED12 � N/A CLOSED13 � N/A N.G.14 � N/A N.G.15 � N/A N.G.16 � N/A N.G.17 � N/A OPEN18 � N/A N.G.19 � N/A N.G.20 � N/A N.G.

SECTION NUMBER CATEGORIES MALE FEMALEMALE AND

FEMALE OTHER REP CODEOPEN/ CLOSED

QUESTION

ORDINARY LEVEL EXAMINATION PAPER 2000

4PEOPLE IN HISTORY

a I � N/A CLOSEDII � N/A CLOSEDIII � OPEN

b I � N/A CLOSEDII � N/A CLOSEDIII a � N/A OPEN b � N/A OPEN

16 6 9 22

9

22TOTAL NUMBER OF CLOSED QUESTIONS

TOTAL NUMBER OF QUESTIONS PER CATEGORY

TOTAL NUMBER OF OPEN QUESTIONS

SECTION NUMBER CATEGORIES MALE FEMALEMALE AND

FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTIONI � N/A N.G.II � N/A N.G.IIIIV

B I � OTHER N.G.II � OTHER CLOSEDIII � OTHER N.G.IV � OTHER N.G.

C I � N/A N.G.II � 17 OPENIII � N/A N.G.

2 DOCUMENTSdocument 1 a I � N/A N.G.

II � N/A CLOSEDIII � N/A CLOSEDIV � N/A N.G.V � N/A OPENVI � N/A CLOSED

document 2 b I � N/A CLOSEDII � N/A CLOSEDIII � N/A CLOSEDIV � N/A CLOSEDV � N/A CLOSEDVI � N/A CLOSED

3SHORT QUESTIONS 1 � N/A N.G.

2 � N/A OPEN3 � N/A N.G.

ORDINARY LEVEL EXAMINATION PAPER 2001

SECTION NUMBER CATEGORIES MALE FEMALEMALE AND

FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

ORDINARY LEVEL EXAMINATION PAPER 2001

4 � N/A N.G.5 � N/A N.G.6 � N/A N.G.7 � N/A CLOSED8 � N/A OPEN9 � N/A N.G.10 � N/A CLOSED11 � N/A N.G.12 � N/A CLOSED13 � N/A OPEN14 � N/A N.G.15 � N/A N.G.16 � N/A N.G.17 � N/A N.G.18 � N/A OPEN19 � N/A N.G.20 � N/A N.G.

4 PEOPLE IN HISTORYa I � N/A OPEN

II � N/A CLOSEDIII � N/A CLOSED

b I � N/A CLOSEDII � N/A CLOSEDIII a � N/A OPEN b � N/A N.G.

15 2 11 22

11

17TOTAL NUMBER OF CLOSED QUESTIONS

TOTAL NUMBER OF QUESTIONS PER CATEGORY

TOTAL NUMBER OF OPEN QUESTIONS

SECTION NUMBER CATEGORIES MALE FEMALEMALE AND

FEMALE OTHER REP CODEOPEN/ CLOSED

QUESTION1 PICTURESA

I � 1 OPENii � OTHER N.G.iii � OTHER N.G.iv � N/A OPEN

B I � OTHER N.G.ii � N/A OPENiii � OTHER N.Giv � OTHER N.G.

C I � 19 N.G.ii � 20 OPENiii � OTHER CLOSEDiv � N/A OPEN

2 DOCUMENTSdocument 1 a I � N/A CLOSED

ii � N/A CLOSEDiii � N/A OPENiv � N/A CLOSEDv � N/A N.G.vi � N/A CLOSED

document 2 b I � N/A OPENii � N/A CLOSEDiii � N/A CLOSEDiv � N/A OPENv � N/A OPENvi � N/A CLOSED

ORDINARY LEVEL EXAMINATION PAPER 2002

SECTION NUMBER CATEGORIES MALE FEMALEMALE AND

FEMALE OTHER REP CODEOPEN/ CLOSED

QUESTION

ORDINARY LEVEL EXAMINATION PAPER 2002

3 SHORT QUESTIONS1 � N/A N.G.2 � N/A N.G.3 � N/A N.G.4 � N/A N.G.5 � N/A N.G.6 � N/A OPEN7 � N/A CLOSED8 � N/A N.G.9 � N/A N.G.10 � N/A CLOSED11 � N/A N.G.12 � N/A OPEN13 � N/A OPEN14 � N/A N.G.15 � N/A N.G.16 � N/A CLOSED17 � N/A N.G.18a � N/A N.G.18b � N/A N.G.19 � N/A OPEN20 � N/A N.G.

SECTION NUMBER CATEGORIES MALE FEMALEMALE AND

FEMALE OTHER REP CODEOPEN/ CLOSED

QUESTION

ORDINARY LEVEL EXAMINATION PAPER 2002

4 PEOPLE IN HISTORY4 (a) I � N/A CLOSED

ii � N/A CLOSEDiii � N/A CLOSED

4 (b) I � N/A CLOSEDii � N/A CLOSEDiii a � N/A CLOSEDiii b � N/A OPEN

16 1 14 21

14

17TOTAL NUMBER OF CLOSED QUESTIONS

TOTAL NUMBER OF QUESTIONS PER CATEGORY

TOTAL NUMBER OF OPEN QUESTIONS

Appendix K

Yearly Files (1992-2002) for Examination Papers – Higher Level

171

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION1 PICTURESa I � 17 OPEN

II � OTHER N.G.III � N/A N.G.

b I � 17 N.G.II � N/A N.G.

c I � 2 CLOSEDII � N/A N.G.III � 2 CLOSED

2 DOCUMENTS

document 1 a I � N/A N.G.II � N/A CLOSEDIII � N/A CLOSEDIV � N/A N.G.V � N/A CLOSEDVI � N/A N.G.

3SHORT QUESTIONS1 � N/A N.G.2 � N/A N.G.3 � N/A N.G.4 � N/A N.G.5 � N/A OPEN6 � N/A N.G.

HIGHER LEVEL EXAMINATION PAPERS 1992

NOTE: THIS EXAM PAPER HAS A COMBINED DOCUMENTS QUESTION: STUDENTS ANSWER ONE LOT OF QUESTIONS ON FOUR DOCUMENTS

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 1992

7 � N/A N.G.8 � N/A N.G.9 � N/A N.G.10 � N/A N.G.11 � N/A N.G.12 � N/A N.G.13 � N/A N.G.14 � N/A OPEN15 � N/A N.G.16 � N/A N.G.17 � N/A N.G.18 � N/A N.G.19 � N/A N.G.20 � N/A CLOSED

4PEOPLE IN HISTORY

a I � N/A OPENII � N/A CLOSEDIII � N/A OPEN

b I � N/A OPENII � N/A OPENIII � N/A CLOSED

5SOURCES & QUESTIONS

a I � N/A N.G.II � N/A OPENIII � N/A CLOSED

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 1992

b I � 11 OPENII � 11 OPENIII � 11 N.G.

c I � N/A CLOSEDII � N/A CLOSEDIII � N/A N.G.

d � N/A N.G.

6

SHORT ANSWERS & ESSAYS

A a 1 � N/A N.G.2 � N/A N.G.3 � N/A N.G.4 � N/A N.G.5 � N/A N.G.6 � N/A N.G.

b I � N/A N.G.II � N/A N.G.III � N/A N.G.IV � N/A OPEN

c � N/A OPENB a 1 � N/A CLOSED

2 � N/A CLOSED3 � N/A CLOSED

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 1992

4 � N/A CLOSED5 � N/A CLOSED6 � N/A CLOSED

b I � N/A N.G.II � N/A N.G.III � N/A N.G.IV � N/A N.G.

c � N/A N.G.

C I � N/A OPEN

D a � N/A N.G.b � N/A N.G.c I � N/A N.G.II � N/A N.G.III � N/A N.G.

16 1 13 48

13

17

TOTAL NUMBER OF QUESTIONS PER CATEGORY

TOTAL NUMBER OF OPEN QUESTIONS

TOTAL NUMBER OF CLOSED QUESTIONS

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

1 PICTURESa I � 16 OPEN

II � 16 OPENIII � N/A N.G.

b I � 17 CLOSEDII � 17 CLOSEDIII � 17 CLOSED

c I � 12 OPENII � 12 N.G.III � OTHER N.G.

2 DOCUMENTS

document 1 a I � N/A N.G.II � N/A N.G.III � N/A N.G.IV a � N/A OPEN b � N/A N.G.V � N/A N.G.VI a � N/A CLOSED b � N/A CLOSED

HIGHER LEVEL EXAMINATION PAPERS 1993

NOTE: THIS EXAM PAPER HAS A COMBINED DOCUMENTS QUESTION: STUDENTS ANSWER ONE LOT OF QUESTIONS ON FOUR DOCUMENTS

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 1993

3 SHORT QUESTIONS1 � N/A N.G.2 � N/A N.G.3 � N/A N.G.4 � N/A N.G.5 � N/A N.G.6 � N/A OPEN7 � N/A N.G.8 � N/A OPEN9 � N/A N.G.10 � N/A N.G.11 � N/A N.G.12 � N/A N.G.13 � N/A N.G.14 � N/A N.G.15 � N/A N.G.16 � N/A N.G.17 � N/A N.G.18 � N/A N.G.19 � N/A N.G.20 � N/A N.G.

4 PEOPLE IN HISTORYa I � N/A CLOSED

II � N/A CLOSEDIII � N/A OPEN

b I � N/A OPENII � N/A OPENIII � N/A CLOSED

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 1993

5 SOURCES & QUESTIONS

a I � N/A CLOSEDII � N/A CLOSEDIII � N/A CLOSED

b I � OTHER N.G.II � OTHER N.G.III � N/A N.G.IV � N/A N.G.

c I � N/A N.G.II � N/A N.G.III

d I � N/A N.G.

6SHORT ANSWERS & ESSAYS

a a � N/A N.G.b � N/A CLOSEDc � N/A N.G.

b a 1 � N/A N.G.2 � N/A CLOSED3 � N/A CLOSED4 � N/A CLOSED5 � N/A N.G.6 � N/A OPEN

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 1993

b 1 � N/A N.G.2 � N/A N.G.3 � N/A N.G.4 � N/A N.G.

c � N/A N.G.

c a � N/A N.G.b � N/A N.G.

d a 1 � N/A N.G.2 � N/A CLOSED3 � N/A CLOSED4 � N/A N.G.5 � N/A N.G.6 � N/A N.G.

b 1 � N/A N.G.2 � N/A N.G.3 � N/A N.G.

17 0 10 51

10

17

TOTAL NUMBER OF QUESTIONS PER CATEGORY

TOTAL NUMBER OF OPEN QUESTIONS

TOTAL NUMBER OF CLOSED QUESTIONS

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION1 PICTURESa I � OTHER N.G.

II � N/A N.G.III � N/A N.G.

b I � 17 N.G.II � N/A N.G.III � 17 OPENIV � N/A CLOSED

c I � 11 CLOSEDII � 11 N.G.III � N/A N.G.

2 DOCUMENTS

document 1 a I � N/A OPENII � N/A N.G.III � N/A N.G.IV � N/A N.G.

document 2 a I � N/A N.G.II � N/A OPENIII � N/A OPENIV � N/A N.G.

HIGHER LEVEL EXAMINATION PAPERS 1994

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 1994

3SHORT QUESTIONS1 � N/A N.G.2 � N/A OPEN3 � N/A CLOSED4 � N/A N.G.5 � N/A N.G.6 � N/A N.G.7 � N/A N.G.8 � N/A N.G.9 � N/A N.G.10 � N/A N.G.11 � N/A N.G.12 � N/A N.G.13 � N/A OPEN14 � N/A N.G.15 � N/A N.G.16 � N/A N.G.17 � N/A N.G.18 � N/A OPEN19 � N/A N.G.20 � N/A N.G.

4PEOPLE IN HISTORY

a I � N/A OPENII � N/A CLOSEDIII � N/A OPEN

b I � N/A CLOSEDII � N/A CLOSEDIII � N/A CLOSED

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 1994

5SOURCES & QUESTIONS

a I � N/A CLOSED

b I a � OTHER N.G. b � OTHER N.G. c � N/A CLOSED

c I � N/A OPEN

6

SHORT ANSWERS & ESSAYS

a I � N/A N.G.II � N/A N.G.III � N/A N.G.IV � N/A N.G.

b I � N/A OPENII � N/A CLOSEDIII � N/A N.G.

c I a � N/A N.G. b � N/A N.G. c � N/A N.G. d � N/A N.G. e � N/A OPENII � N/A OPEN

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 1994

d I � N/A CLOSEDII a � N/A N.G. b � N/A N.G. c � N/A N.G.

10 1 13 42

13

11

TOTAL NUMBER OF QUESTIONS PER CATEGORY

TOTAL NUMBER OF OPEN QUESTIONS

TOTAL NUMBER OF CLOSED QUESTIONS

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION1 PICTURESa I � N/A N.G.

II � OTHER N.G.III � OTHER N.G.IV � N/A N.G.

b I � 17 CLOSEDII � 17 CLOSEDIII � OTHER N.G.

c I � 2 CLOSEDII � 2 CLOSED

2 DOCUMENTS

document 1 a I � N/A CLOSEDII � N/A CLOSEDIII � N/A CLOSEDIV � N/A CLOSEDV � N/A CLOSED

document 2 a I � N/A N.G.II � N/A CLOSEDIII � N/A N.G.IIV � N/A N.G.

HIGHER LEVEL EXAMINATION PAPERS 1995

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 1995

3SHORT QUESTIONS1 � N/A N.G.2 � N/A N.G.3 � N/A N.G.4 � N/A N.G.5 � N/A CLOSED6 � N/A CLOSED7 � N/A N.G.8 � N/A N.G.9 � N/A N.G.10 � N/A OPEN11 � N/A N.G.12 � N/A N.G.13 � N/A N.G.14 � N/A CLOSED15 � N/A CLOSED16 � N/A CLOSED17 � N/A N.G.18 � N/A N.G.19 � N/A N.G.20 � N/A N.G.

4PEOPLE IN HISTORY

a I � N/A CLOSEDII � N/A OPENIII � N/A CLOSED

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 1995

b I � N/A CLOSEDII � N/A CLOSEDIII � N/A OPEN

5SOURCES & QUESTIONS

a I � 17 CLOSEDII � 17 CLOSEDIII � OTHER N.G.

b I � 17 CLOSED

c I a � OTHER N.G. b � N/A N.G. c (I) � N/A N.G. c (II) � N/A N.G.

6SHORT ANSWERS & ESSAYS

a I � N/A N.G.II � N/A N.G.III � N/A OPENIV � N/A N.G.

b I � N/A OPEN

c I � N/A OPENII a � N/A OPEN b � N/A N.G.

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 1995

c � N/A CLOSED d � N/A N.G.III a � N/A N.G. b � N/A CLOSED c � N/A N.G. d � N/A N.G.

d I � N/A N.G.II a � N/A OPEN b � N/A N.G. c � N/A N.G. d � N/A N.G.III � N/A N.G.

24 0 8 40

8

24

TOTAL NUMBER OF QUESTIONS PER CATEGORY

TOTAL NUMBER OF OPEN QUESTIONS

TOTAL NUMBER OF CLOSED QUESTIONS

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION1 PICTURESa I � OTHER N.G.

II � N/A N.G.III � N/A N.G.IV � OTHER N.G.V � OTHER N.G.

b I � OTHER N.G.II � OTHER N.G.III � OTHER N.G.IV � OTHER N.G.

c I � 11 CLOSEDII � 11 N.G.III � 11 N.G.IV � 11 N.G.

2 DOCUMENTS

document 1 a I � N/A OPENII � N/A OPENIII � N/A OPENIV � N/A CLOSEDV � N/A CLOSED

document 2 a I � N/A CLOSEDII � N/A CLOSEDIII � N/A CLOSEDIV � N/A CLOSEDV � N/A N.G.VI � N/A N.G.

HIGHER LEVEL EXAMINATION PAPERS 1996

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 1996

3SHORT QUESTIONS1 � N/A OPEN2 � N/A N.G.3 � N/A N.G.4 � N/A N.G.5 � N/A N.G.6 � N/A OPEN7 � N/A N.G.8 � N/A CLOSED9 � N/A CLOSED10 � N/A OPEN11 � N/A OPEN12 � N/A N.G.13 � N/A CLOSED14 � N/A N.G.15 � N/A N.G.16 � N/A N.G.17 � N/A N.G.18 � N/A OPEN19 � N/A N.G.20 � N/A N.G.

4PEOPLE IN HISTORY

a I � N/A CLOSEDII � N/A CLOSEDIII � N/A CLOSED

b I � N/A OPENII � N/A CLOSEDIII � N/A CLOSED

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 1996

5SOURCES & QUESTIONS

a I � N/A CLOSEDII � N/A CLOSEDIII � N/A CLOSED

b I � N/A CLOSEDII � N/A CLOSEDIII a � N/A CLOSED b � N/A CLOSEDIV � N/A CLOSED

c I � N/A N.G.

6

SHORT ANSWERS & ESSAYS

a I a � N/A N.G. b � N/A N.G. c � N/A N.G.II � N/A N.G.III � N/A N.G.

b a � N/A N.G.b � N/A N.G.c � N/A CLOSEDd � N/A N.G.

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 1996

e � N/A CLOSEDf � N/A N.G.g � N/A N.G.

c I a � N/A N.G. b � N/A N.G. c � N/A N.G. d � N/A N.G.II � N/A N.G.III a � N/A N.G. b � N/A N.G.

d I 1 � N/A N.G.2 � N/A N.G.3 � N/A CLOSED4 � N/A CLOSEDII a � N/A N.G. b � N/A N.G. c � N/A N.G. d � N/A N.G.III a � N/A N.G. b � N/A CLOSED c � N/A N.G.

27 1 9 52

9

28

TOTAL NUMBER OF QUESTIONS PER CATEGORY

TOTAL NUMBER OF OPEN QUESTIONS

TOTAL NUMBER OF CLOSED QUESTIONS

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION1 PICTURESa I � OTHER N.G.

II � OTHER N.G.III � OTHER N.G.IV � OTHER N.G.

b I � OTHER N.G.II � OTHER N.G.III � OTHER N.G.IV � OTHER N.G.

c I � 11 CLOSEDII � 11 CLOSED

2 DOCUMENTS

document 1 a I � N/A CLOSEDII � N/A CLOSEDIII � N/A CLOSEDIV � N/A OPENV � N/A CLOSEDVI � N/A N.G.

document 2 a I � N/A N.G.II � N/A CLOSEDIII � N/A N.G.IV � N/A CLOSEDV � N/A N.G.

3 SHORT QUESTIONS

HIGHER LEVEL EXAMINATION PAPERS 1997

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 1997

1 � N/A N.G.2 � N/A CLOSED3 � N/A N.G.4 � N/A N.G.5 � N/A N.G.6 � N/A N.G.7 � N/A N.G.8 � N/A N.G.9 � N/A N.G.10 � N/A N.G.11 � N/A CLOSED12 � N/A N.G.13 � N/A N.G.14 � N/A N.G.15 � N/A OPEN16 � N/A CLOSED17 � N/A N.G.18 � N/A N.G.19 � N/A N.G.20 � N/A N.G.

4 PEOPLE IN HISTORYa I � N/A CLOSED

II � N/A CLOSEDIII � N/A OPEN

b I � N/A CLOSEDII � N/A CLOSEDIII � N/A OPEN

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 1997

5SOURCES & QUESTIONS

a I � OTHER N.G.II � OTHER N.G.III � OTHER N.G.IV � N/A CLOSEDV � N/A OPEN

b I � N/A OPEN

6

SHORT ANSWERS & ESSAYS

a I � N/A N.G.II � N/A N.G.III � N/A CLOSEDIV � N/A CLOSEDV � N/A N.G.

b I � N/A CLOSEDII a � N/A N.G. b � N/A N.G. c � N/A N.G. d � N/A N.G.

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 1997

c I � N/A N.G.II � N/A N.G.III � N/A N.G.IV � N/A N.G.

d I � N/A N.G.II � N/A N.G.III a � N/A N.G. b � N/A N.G. c � N/A N.G. d � N/A N.G. e � N/A N.G.

19 0 6 49

6

19

TOTAL NUMBER OF QUESTIONS PER CATEGORY

TOTAL NUMBER OF OPEN QUESTIONS

TOTAL NUMBER OF CLOSED QUESTIONS

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION1 PICTURESa I � OTHER N.G.

II � OTHER N.G.III � OTHER N.G.IV � 1 OPEN

b I � OTHER N.G.II � OTHER N.G.III � OTHER N.G.IV � N/A N.G.

c I � 11 CLOSEDII � 11 N.G.III � 11 CLOSEDIV � N/A N.G.

2 DOCUMENTS

document 1 a I � N/A CLOSEDII � N/A CLOSEDIII � N/A CLOSEDIV � N/A OPENV � N/A CLOSEDVI � N/A CLOSED

HIGHER LEVEL EXAMINATION PAPERS 1998

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 1998

document 2 a I � N/A CLOSEDII � N/A CLOSEDIII � N/A CLOSEDIV � N/A CLOSEDV � N/A CLOSED

3 SHORT QUESTIONS1 � N/A N.G.2 � N/A N.G.3 � N/A N.G.4 � N/A CLOSED5 � N/A N.G.6 � N/A N.G.7 � N/A N.G.8 � N/A N.G.9 � N/A N.G.10 � N/A N.G.11 � N/A N.G.12 � N/A N.G.13 � N/A CLOSED14 � N/A CLOSED15 � N/A N.G.16 � N/A N.G.17 � N/A CLOSED18 � N/A OPEN19 � N/A CLOSED20 � N/A OPEN

4 PEOPLE IN HISTORYa I � N/A CLOSED

II � N/A CLOSEDIII � N/A OPEN

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 1998

b I � N/A CLOSEDII � N/A OPENIII � N/A CLOSED

5SOURCES & QUESTIONS

a I � OTHER CLOSEDII � OTHER N.G.III � OTHER OPENIV � OTHER OPEN

b I � OTHER N.G.II � OTHER OPEN

c I � N/A N.G.II � N/A N.G.

6SHORT ANSWERS & ESSAYS

a I � N/A N.G.II � N/A OPENIII a � N/A N.G. b � N/A N.G. c � N/A N.G.IV � N/A N.G.

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 1998

b I � N/A N.G.II � N/A N.G.III � N/A N.G.IV � N/A N.G.

c I � N/A CLOSEDII � N/A N.G.III (I) � N/A N.G. (ii) � N/A N.G. (iii) � N/A OPEN

d I a � N/A N.G. b � N/A N.G.II a � N/A N.G. b � N/A N.G.III a � N/A N.G. b � N/A N.G.

22 1 11 44

11

23

TOTAL NUMBER OF QUESTIONS PER CATEGORY

TOTAL NUMBER OF OPEN QUESTIONS

TOTAL NUMBER OF CLOSED QUESTIONS

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION1 PICTURESa I � OTHER N.G.

II � 17 OPENIII � N/A OPEN

b I � OTHER N.G.II � 19 CLOSEDIII � N/A CLOSEDIV � N/A N.G.

c I � 11 N.G.II � 11 N.G.III � 11 N.G.

2 DOCUMENTS

document 1 a I � N/A CLOSEDII � N/A CLOSEDIII � N/A CLOSEDIV � N/A CLOSEDV � N/A OPEN

document 2 a I � N/A CLOSEDII � N/A CLOSEDIII � N/A CLOSEDIV � N/A CLOSEDV � N/A CLOSED

3 SHORT QUESTIONS1 � N/A N.G.2 � N/A N.G.3 � N/A N.G.

HIGHER LEVEL EXAMINATION PAPERS 1999

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 1999

4 � N/A N.G.5 � N/A N.G.6 � N/A CLOSED7 � N/A CLOSED8 � N/A N.G.9 � N/A CLOSED10 � N/A N.G.11 � N/A CLOSED12 � N/A N.G.13 � N/A N.G.14 � N/A CLOSED15 � N/A CLOSED16 � N/A CLOSED17 � N/A N.G.18 � N/A N.G.19 � N/A CLOSED20 � N/A N.G.

4 PEOPLE IN HISTORYa I � N/A OPEN

II � N/A OPENIII � N/A CLOSED

b I � N/A OPENII � N/A OPENIII � N/A OPEN

5SOURCES & QUESTIONS

(I) a � N/A N.G.b � N/A N.G.c � N/A OPEN

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 1999

(ii) a � N/A N.G.b � N/A N.G.

(iii) a � N/A N.G.b � N/A N.G.c � N/A N.G.d � N/A N.G.

6SHORT ANSWERS & ESSAYS

a I � N/A OPENII a � N/A OPEN b � N/A CLOSED c � N/A N.G.III a � N/A N.G. b � N/A N.G. c � N/A N.G.

b I a � N/A CLOSED b � N/A CLOSED c � N/A CLOSED d � N/A CLOSED e � N/A CLOSED f � N/A CLOSEDII a � N/A N.G. b � N/A N.G. c � N/A N.G. d � N/A N.G. e � N/A CLOSED

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 1999

c I � N/A N.G.II a � N/A CLOSED b � N/A CLOSED c � N/A N.G.III � N/A N.G.

d I a � N/A N.G. b � N/A N.G. c � N/A N.G.II a � N/A CLOSED b � N/A CLOSED c � N/A CLOSED d � N/A N.G. e � N/A N.G.

32 1 11 42

11

33

OTAL NUMBER OF QUESTIONS PER CATEGOR

TOTAL NUMBER OF OPEN QUESTIONS

TOTAL NUMBER OF CLOSED QUESTIONS

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

1 PICTURESA I � 16 CLOSED

II � OTHER N.G.III � OTHER N.G.

B I � OTHER N.G.II � OTHER N.G.III � OTHER N.G.IV � N/A CLOSED

C I � 19 CLOSEDII � 2 CLOSEDIII � 2 CLOSED

document 1 a I � N/A CLOSEDII � N/A CLOSEDIII � N/A CLOSEDIV � N/A OPENV � N/A CLOSED

document 2 a I � N/A CLOSEDII � N/A CLOSEDIII � N/A CLOSEDIV � N/A CLOSEDV � N/A CLOSED

HIGHER LEVEL EXAMINATION PAPERS 2000

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 2000

3SHORT QUESTIONS1 � N/A N.G.2 � N/A N.G.3 � N/A N.G.4 � N/A CLOSED5 � N/A N.G.6 � N/A N.G.7 � N/A N.G.8 � N/A N.G.9 � N/A N.G.10 � N/A N.G.11 � N/A N.G.12 � N/A N.G.13 � N/A N.G.14 � N/A N.G.15 � N/A N.G.16 � N/A CLOSED17 � N/A CLOSED18 � N/A CLOSED19 � N/A N.G.20 � N/A CLOSED

4PEOPLE IN HISTORY

a I � N/A OPENII � N/A CLOSEDIII � N/A CLOSED

b I � N/A CLOSEDII � N/A OPENIII � N/A OPEN

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 2000

5SOURCES & QUESTIONS

a I � N/A N.G.II � N/A N.G.III � N/A CLOSED

b I � N/A CLOSEDII � N/A OPENIII � N/A OPENIV � N/A OPEN

c I � N/A OPENII � N/A CLOSEDIII � N/A N.G.

6SHORT ANSWERS & ESSAYS

a I � N/A N.G.II � N/A N.G.III � N/A N.G. b � N/A N.G. c � N/A N.G.IV � N/A OPEN

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 2000

b I � N/A N.G.II a � N/A N.G. b � N/A N.G. c � N/A N.G. d � N/A N.G. e � N/A CLOSED f � N/A CLOSED

c I � N/A CLOSEDII a � N/A N.G. b � N/A N.G. c � N/A N.G. d � N/A N.G.

d I � N/A CLOSEDII � N/A N.G.III a � N/A N.G. b � N/A N.G. c � N/A N.G. d � N/A N.G. e � N/A N.G. f � N/A N.G.

27 2 9 44

9

29

TOTAL NUMBER OF QUESTIONS PER CATEGORY

TOTAL NUMBER OF OPEN QUESTIONS

TOTAL NUMBER OF CLOSED QUESTIONS

SECTION NUMBER CATEGORIES MALE FEMALEMALE AND

FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION1 PICTURES � OTHER N.G.a I � OTHER N.G.

II � N/A N.G.III A � N/A N.G.

B

b I � N/AII � N/A

c I � 11 N.G.II � 11 N.G.III � N/A N.G.IV � N/A CLOSED

2

DOCUMENTSdocument 1 adocument 1 I � N/A OPEN

II � N/A OPENIII � N/A N.G.IV � N/A N.G.V � N/A OPENVI � N/A CLOSED

document 2 adocument 2 I � N/A N.G.

II � N/A OPENIII � N/A N.G.IV � N/A N.G.V � N/A N.G.

3 SHORT QUESTIONS1 � N/A N.G.

HIGHER LEVEL EXAMINATION PAPERS 2001

SECTION NUMBER CATEGORIES MALE FEMALEMALE AND

FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 2001

2 � N/A N.G.3 � N/A N.G.4 � N/A N.G.5 � N/A N.G.6 � N/A CLOSED7 � N/A N.G.8 � N/A N.G.9 � N/A N.G.10 � N/A CLOSED11 � N/A N.G.12 � N/A N.G.13 � N/A CLOSED14 � N/A N.G.15 � N/A N.G.16 � N/A N.G.17 � N/A N.G.18 � N/A N.G.19 � N/A N.G.20 � N/A N.G.

4 PEOPLE IN HISTORYa I � N/A OPEN

II � N/A CLOSEDIII � N/A OPEN

b I � N/A OPENII � N/A OPENIII � N/A OPEN

5 SOURCES & QUESTIONS

a I � 18 OPENII � N/A N.G.III � N/A N.G.

SECTION NUMBER CATEGORIES MALE FEMALEMALE AND

FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 2001

b I � OTHER OPENII � OTHER N.G.III � N/A OPEN

c I A � N/A N.G. B � N/A N.G. C � N/A N.G.

6 SHORT ANSWERS & ESSAYS

a I � N/A N.G.II � N/A N.G.III A � N/A N.G. B � N/A N.G. C � N/A N.G. D � N/A N.G.

b I � N/A CLOSEDII � N/A N.G.III A � N/A CLOSED B � N/A N.G. C � N/A N.G. D � N/A N.G. E � N/A N.G.

c I � N/A N.G.II � N/A CLOSEDIII � N/A N.G.IV � N/A OPEN

d I � N/A N.G.II � N/A CLOSEDIII A � N/A N.G.

SECTION NUMBER CATEGORIES MALE FEMALEMALE AND

FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 2001

B � N/A N.G. C � N/A N.G.IV Topic 1A � N/A N.G.B � N/A N.G.Topic 2A � N/A N.G.B � N/A N.G.Topic 3A � N/A OPENB � N/A N.G.C � N/A N.G.

11 1 14 49

14

12

TOTAL NUMBER OF QUESTIONS PER CATEGORY

TOTAL NUMBER OF OPEN QUESTIONS

TOTAL NUMBER OF CLOSED QUESTIONS

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION1 PICTURESa I � OTHER N.G.

II � OTHER N.G.III � OTHER N.G.

b I � 2 CLOSEDII � 2 OPENIII � 2 N.G.

c I � OTHER N.G.II � OTHER N.G.III � OTHER N.G.IV � OTHER N.G.

2 DOCUMENTSdocument 1 I � N/A CLOSED

document 1 a II � N/A N.G.III � N/A OPENIV � N/A N.G.V � N/A OPEN

document 2 I � N/A CLOSEDdocument 2 a II � N/A CLOSED

III � N/A CLOSEDIV � N/A CLOSEDV � N/A CLOSEDVI � N/A N.G.

3 SHORT QUESTIONS1 � N/A N.G.2 � N/A N.G.

HIGHER LEVEL EXAMINATION PAPERS 2002

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 2002

3 � N/A OPEN4 � N/A N.G.5 � N/A N.G.6 � N/A N.G.7 � N/A N.G.8 � N/A N.G.9 � N/A N.G.10 � N/A N.G.11 � N/A OPEN12 � N/A N.G.13 � N/A N.G.14 � N/A N.G.15 � N/A CLOSED16 � N/A N.G.17 � N/A CLOSED18 � N/A N.G.19 � N/A N.G.20 � N/A N.G.

4 PEOPLE IN HISTORYa I � N/A CLOSED

II � N/A OPENIII � N/A CLOSED

b I a � N/A CLOSEDb (I) � N/A CLOSED (II) � N/A CLOSED (III) � N/A OPEN

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 2002

5SOURCES & QUESTIONS

a I � N/A CLOSEDII � N/A CLOSEDIII � N/A N.G.

b I � N/A CLOSED

c I � 22 CLOSEDII � N/A CLOSEDIII A � N/A CLOSED B � N/A CLOSED C � N/A OPEN

6SHORT ANSWERS & ESSAYS

a I � N/A OPENII � N/A N.G.III A � N/A N.G. B � N/A N.G. C � N/A N.G.IV � N/A N.G.

b I � N/A N.G.II � N/A N.G.

SECTION NUMBER CATEGORIES MALE FEMALE MALE AND FEMALE OTHER REP

CODEOPEN/ CLOSED

QUESTION

HIGHER LEVEL EXAMINATION PAPERS 2002

III � N/A N.G.IV � N/A CLOSEDV � N/A OPEN

c I � N/A CLOSEDII (1) � N/A CLOSED (2) � N/A OPEN (3) � N/A N.G. (4) � N/A CLOSED (5) � N/A OPEN (6) � N/A N.G.

III A � N/A CLOSED B � N/A OPEN C � N/A N.G. D � N/A N.G. E � N/A OPEN

24 2 13 41

13

26

TOTAL NUMBER OF QUESTIONS PER CATEGORY

TOTAL NUMBER OF OPEN QUESTIONS

TOTAL NUMBER OF CLOSED QUESTIONS

Contact Details for Research Team Dr. Deirdre Raftery Dr. Maryann Valiulis Education Department, John Henry Newman Building,

Centre for Gender and Women’s Studies,

University College Dublin, 20 Westland Row, Belfield, Trinity College, Dublin 4. Dublin 2. Telephone: (01) 7168289 Telephone: (01) 6081975 Email: deirdre.raftery@ucd.ie Email: maryann.valiulis@tcd.ie Judith Harford, Jennifer Redmond, Education Department, John Henry Newman Building,

Centre for Gender and Women’s Studies,

University College Dublin, 20 Westland Row, Belfield, Trinity College, Dublin 4. Dublin 2. Telephone: (01) 7168519 Telephone: (01) 6083970 Email: judith.harford@ucd.ie Email: jmredmon@tcd.ie Catherine Cregan, Centre for Gender and Women’s Studies,

20 Westland Row, Trinity College, Dublin 2. Telephone: (01) 6082225 Email: creganca@tcd.ie

For further details on this research, please go to:

www.ucd.ie/minerva

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