The nature of design and technology in the school curriculum is shifting with the times, from a distinct subject associated with notions of craft and vocational preparation to an emerging technological literacy subject that supports education for democracy. This paradigm shift has resulted in diverse views about the place of design and technology in the school curriculum the world over. Understanding the pattern of response to design and technology by students, and the underlying drivers of this pattern, is central to providing evidence based options to policy makers in education. This book illustrates how quantitative approaches used in the social sciences and based on multivariate analysis can complement qualitative analysis to provide in-depth understanding of students' attitudes to curriculum subjects. This book will particularly be helpful to educational researchers, curriculum planners, politicians and other educational stakeholders.