Before the Leaky Before the Leaky Pipeline:Pipeline: Gender in Elementary Gender in Elementary Science Textbook IllustrationsScience Textbook Illustrations

April Biasiolli April Biasiolli

Anthropology Graduate StudentAnthropology Graduate Student

Colorado State UniversityColorado State University

This work has been supported by the National Science Foundation Science and Technology Center for Multi-ScaleModeling of Atmospheric Processes, managed by Colorado State University under cooperative agreementNo. ATM-0425247. OSP No. 533045.

Gender Disparity in Gender Disparity in ScienceScience

As early as age 11, girls are less As early as age 11, girls are less interested in scienceinterested in science

In high school & college, women take In high school & college, women take fewer science coursesfewer science courses

Women earn 50% of bachelor’s degrees, Women earn 50% of bachelor’s degrees, 44% of master’s, and 38% of doctorates 44% of master’s, and 38% of doctorates in the sciences (inc. social sciences)in the sciences (inc. social sciences)

The Leaky PipelineThe Leaky Pipeline

Social InfluencesSocial Influences

Environmental factors Environmental factors play a large roleplay a large role

Japanese girls outscore Japanese girls outscore American boys on many American boys on many math and science math and science measuresmeasures

Navajos equally likely to Navajos equally likely to draw male and female draw male and female scientistsscientists

Science as “Masculine”Science as “Masculine”

Draw-a-Scientist Draw-a-Scientist Test:Test: Most Americans draw Most Americans draw

male scientistsmale scientists Consistent across Consistent across

agesages Varies cross-culturallyVaries cross-culturally

Fig: 5th grader’s drawing of a scientist

Ideas about gender affect Ideas about gender affect science interest, science interest, participation, & participation, & achievementachievement

Self-efficacySelf-efficacy Stereotype threatStereotype threat

RationaleRationale

Disparity in science Disparity in science begins earlybegins early

Science materials Science materials impact students’ impact students’ perceptions of perceptions of sciencescience

Visual imagery has Visual imagery has strong impactstrong impact

Methods Methods

18+ counties in Colorado18+ counties in Colorado Every state in the USAEvery state in the USA China, Singapore, Egypt, China, Singapore, Egypt,

and the Middle Eastand the Middle East 16% of districts in USA16% of districts in USA 50 of 100 largest districts 50 of 100 largest districts

in USAin USA

FOSS Kit

SampleSample

16 booklets16 booklets 206 pictures included 206 pictures included

peoplepeople 600 people with 600 people with

gender codedgender coded 501 people with 501 people with

race / ethnicity codedrace / ethnicity coded

ResultsResults

Consistent across most activities and settingsConsistent across most activities and settings Males overrepresented in laboratories and Males overrepresented in laboratories and

natural settingsnatural settings

Fig. #1. Overall

Gender RatioFemale (34%)

Male (66%)

ResultsResults

Fig #2. Gender Ratio in Biography Illustrations

Female (12%)

Male (88%)

ResultsResults

0

20

40

60

80

100

120

140

160

180

Female-Appearing

Male-Appearing

Figure #3. Gender Ratio by Book Topic

ResultsResults

0

10

20

30

40

50

60

70

80

EUR AFR ASN NAT HSP

Sample

US

Fig. 4: Percentage of People of Race / Ethnicity

SignificanceSignificance Some improvement from past Some improvement from past Children more interested in stories & TV Children more interested in stories & TV

with same-sex main characterswith same-sex main characters Children identify more with characters Children identify more with characters

similar to themselvessimilar to themselves

SignificanceSignificance

Biased science Biased science materials may make materials may make women & people of women & people of color less likely to color less likely to choose science choose science professionsprofessions

Sciences socially & Sciences socially & economically economically significantsignificant

AcknowledgementsAcknowledgements

National Science FoundationNational Science FoundationThis work has been supported by the National Science Foundation Science and Technology Center for Multi-ScaleModeling of Atmospheric Processes, managed by Colorado State University under cooperative agreementNo. ATM-0425247. OSP No. 533045.

Silvia S. Canetto, PhDSilvia S. Canetto, PhD S. Aki Hosoi, MSS. Aki Hosoi, MS Erin Winterrowd, MSErin Winterrowd, MS Sadie Conrad, BS Sadie Conrad, BS

Questions?Questions?