A teacher’s reflections on her actions to improve her female students’ self-efficacy toward science

Bohrmann, Michelle L.; Akerson, Valarie L.

doi:10.1007/bf03176219

Cited by 15 publications

(13 citation statements)

References 18 publications

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“…Third, most studies were convenience samples, not nationally representative samples. For instance, several researchers were teachers who assessed students in their own classrooms (e.g., Bohrmann & Akerson, ). Differences in local sample populations could have added extraneous between‐study heterogeneity, making differences across other study features (e.g., data collection year) more difficult to observe.…”

Section: Discussionmentioning

confidence: 99%

The Development of Children's Gender‐Science Stereotypes: A Meta‐analysis of 5 Decades of U.S. Draw‐A‐Scientist Studies

Miller¹,

Nolla²,

Eagly³

et al. 2018

Child Development

349

236

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This meta-analysis, spanning 5 decades of Draw-A-Scientist studies, examined U.S. children's gender-science stereotypes linking science with men. These stereotypes should have weakened over time because women's representation in science has risen substantially in the United States, and mass media increasingly depict female scientists. Based on 78 studies (N = 20,860; grades K-12), children's drawings of scientists depicted female scientists more often in later decades, but less often among older children. Children's depictions of scientists therefore have become more gender diverse over time, but children still associate science with men as they grow older. These results may reflect that children observe more male than female scientists in their environments, even though women's representation in science has increased over time.

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Section: Discussionmentioning

confidence: 99%

The Development of Children's Gender‐Science Stereotypes: A Meta‐analysis of 5 Decades of U.S. Draw‐A‐Scientist Studies

Miller¹,

Nolla²,

Eagly³

et al. 2018

Child Development

349

236

View full text Add to dashboard Cite

show abstract

“…In 2012, Farland‐Smith examined the critical aspects for science identity construction in young girls dependent upon personal and social interactions between the girls and scientists. Bohrmann and Akerson () similarly found that interventions including giving specific praise, utilizing guest speakers, viewing videos of scientists from minority populations, and ensuring equal participation in science activities by students of both genders resulted in students having fewer stereotypical images of scientists.…”

Section: Conclusion/discussionmentioning

confidence: 99%

How Picture Books on the National Science Teacher's Association Recommend List Portray Scientists

Farland-Smith

Finson

Arquette

2017

School Sci & Mathematics

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This study utilized the Draw‐A‐Scientist Test Checklist (DAST‐C) to assess the illustrations of scientists in the most recent three years of NSTA Recommends book lists. A total of 15,778 images were contained in the 148 books from those lists, of which 1,676 were of scientists. ANOVA procedures revealed no significant differences in stereotypical elements across the three years of books. However, three notable stereotypical elements were present in large percentages in books from all years: predominance of male images, non‐minority scientists, and scientists who were not youthful.

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“…At the same time, the program provided opportunities to examine the influence of strategies that seem to mediate inaccurate perceptions held by students. One such strategy is exposure to practitioner role models (Bodzin & Gehringer, 2001; Bohrmann & Akerson, 2001; Finson et al, 1995; Smith & Erb, 1986). However, as Finson (2002) pointed out a one‐shot role model doesn't provide lasting change in perception; exposure must be well planned, occurring over some extended time.…”

Section: Discussionmentioning

confidence: 99%

Engineers in the Classroom: Their Influence on African‐American Students’ Perceptions of Engineering

Thompson

Lyons

2008

School Sci & Mathematics

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A Draw an Engineer Test was used to capture the perceptions of engineering held by two similar groups of 6th grade African‐American students. Forty‐four students who had graduate level engineers in their classrooms during a prior school year as part of a GK‐12 project were matched to 44 students who had not. Matching criteria included race, gender, and academic standing. Using perceptions of common engineering artifacts, fields, tasks and processes as measures, student perceptions were quantified using a Draw an Engineer Test Scoring Guide. Additional descriptive analysis was also conducted. Control group students’ perceptions centered on engineering as physical work and portrayed engineers primarily in construction or building trades. Experimental group students were more likely to perceive engineering as involving mental tasks such as designing, presenting and experimenting. Experimental group students also displayed greater awareness and understanding of various engineering fields.

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A teacher’s reflections on her actions to improve her female students’ self-efficacy toward science

Cited by 15 publications

References 18 publications

The Development of Children's Gender‐Science Stereotypes: A Meta‐analysis of 5 Decades of U.S. Draw‐A‐Scientist Studies

The Development of Children's Gender‐Science Stereotypes: A Meta‐analysis of 5 Decades of U.S. Draw‐A‐Scientist Studies

How Picture Books on the National Science Teacher's Association Recommend List Portray Scientists

Engineers in the Classroom: Their Influence on African‐American Students’ Perceptions of Engineering

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