Gender Equity in Science Classrooms Has Been Achieved: Or Has It?

Jaclyn McDonaldEvaluating Research in Science Education

SCE 5305Fall 2004

Purpose

• The purpose of this study is to determine if the attitudes young children have about science are shaped by interactions with and perceptions of society, teachers, and other children.

News of Gender Equity

Woes of the educated woman of the 1800s

Gender equity has been achieved, hasn’t it?

“Draw a Scientist”

• Asked to draw a scientist, both genders typically draw a male.

• Additionally, the scientist will be white, wear a lab coat, eyeglasses and have facial hair (Jones, Howe, & Rua, 2000)

Interaction and Perceptions of Society

Viewpoints of parents impact the early experiences children receive with science.

A connection was made between a more positive attitude toward science and girls who share science experiences with a close family member, such as a parent or grandparent.

Impact of Teachers

• Unintentional bias exists in classrooms, as teachers do not “see” the inequity.

• Gender bias is not adequately addressed in teacher preparation classes

Impact of Students

Cross-gender grouping

Single-gender groups

Further Research is Necessary!

• Gender inequities in science begin at an early age.

• This study will be co-authored with Sherri Durant to determine whether gender inequity or gender equality exists within the science classrooms at our school.

References• Andre, T., Whigham, M., Hendrickson, A., & Chambers, C. (1999). Competency

beliefs, positive affect, and gender stereotypes of elementary students and their parents about science versus other school subjects. Journal of Research in Science, 36(6), 719 – 747.

• Carlone, H. B. (2004). The cultural production of science in reform – based physics: Girls’ access, participation, and resistance. Journal of Research in Science Teaching, 41(4), 392 – 414.

• Gilbert, J. (2001). Science and its ‘other’: looking underneath ‘woman’ and ‘science’ for new directions in research on gender and science education. Gender and Education, 13(3), 291 – 305.

• Jones, G. M., Howe, A., & Rua, M. J. (1999). Gender differences in students’ experiences, interests, and attitudes toward science and scientists. Science Education 84, 180 – 192.

• Mewborn, D. S. (1999). Creating a gender equitable school environment. International Journal of Leadership in Education: Theory and Practice, 2(2), 103-115.

• Phillips, K. A., Litherland, R., Barrow, L. H., & Chandrasekhar, M. (1999, March). Gender Equity Course for Science Teachers: A Pilot Study. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Boston, MA.

• Sadker, D. (1999). Gender equity: Still knocking at the classroom door. Educational Leadership, 56(7), 22 – 27.