There are various terms used to describe the nature and impact of inequalities between the sexes at all levels of education. Robertson (1992) emphasizes the problems of androcentric or male-centred teaching, which involves seeing and valuing the world from a male point of view, and assuming that this is the universal experience. Schools try to achieve better sex equity by establishing teaching programmes that are purported to be gender-neutral. The common use of such terms as ‘homosexuality’, ‘heteronormativity’, ‘gay
and lesbian young people’ (Khayatt, 2006; Charlton, 2004) indicates the extent to which cultural awareness has changed. This in turn brings about further tensions for schools.