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Women's participation in the traditionally male preserves of science and technology has long been ignored in educational literature. In answer to demand, therefore, Eileen Byrne reports her latest research findings in this book. Based on a four year research project, it aims to provide a comprehensive and lucid exposition of the positive and regulative factors which help and hinder women's access to, and progression in, science and technology in higher education. Focusing on the policy implications and context of the issues under investigation, this book should open up discussion and point future research in more challenging directions. The text is intended for undergraduate and postgraduate students of educational management and administration, women's studies, teaching and learning strategies and of educational policy as well as for educators, teachers, researchers, equal opportunity agencies and officers.
A Thu, study studied this question.