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Explaining the Oxbridge Figures
Bronwyn Davies and Rom Harré
Oxford Review of Education
Vol. 15, No. 3, Gender and Education: Current Issues (1989), pp. 221-225
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/1050414
Page Count: 5
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In this paper we examine the possible explanations for the patterns of results found at Oxford, in which women students consistently achieve a lower proportion of both first and third class honours. Usual explanations that rest on socio-biology or simple forms of socialisation are rejected in favour of an explanation which is based on the idea of a mutual determination of social structure and social being. Various hypotheses are proposed as possible explanations of the examination statistics.
Oxford Review of Education © 1989 Taylor & Francis, Ltd.