Gender‐ and grade‐level differences in science interest and participation

Greenfield, Teresa Arámbula

doi:10.1002/(sici)1098-237x(199706)81:3<259::aid-sce1>3.3.co;2-3

Cited by 32 publications

(48 citation statements)

References 11 publications

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“…Current findings show that at the post-intervention level, InSTEP significantly increased middle school-aged students' content knowledge of specific science concepts, such as water quality, GPS, force and motion, and DNA. In addition, the content knowledge tests allow us to examine the participants' stereotypical views, such as physical science topics and activities being ''for boys'' and biological ones ''for girls'' (Baker 2013;Greenfield 1997;Jones et al 2000, Palmer 2009). We found that female students' attitudes about science were positively associated with studentcentered teaching practices, which use an inquiry approach (Bush et al 2008;Häussler and Hoffmann 2000;Gilbert and Calvert 2003;Odom et al 2007), not with the specific subject matter.…”

Section: Discussionmentioning

confidence: 99%

“…Given that girls tend to be more disinterested in and discouraged from actively engaging in science courses and activities than boys (Catsambis 1995;Farenga and Joyce 1999;Frome et al 2006;Greenfield 1997;Jones et al 1996;Jones and Young 1995;Jovanivich and King 1998;Lee and Burkam 1996;Reid 2003;Weinburgh 1995), this study was designed to determine whether or not an inquirybased science program using the set of science and engineering practices (Table 1) would enhance female students' attitudes toward science and content knowledge of selected science concepts.…”

Section: The Purpose Of This Studymentioning

confidence: 99%

“…In response to declining science interest and achievement among US students, many innovative programs have been developed across the country to provide science enrichment experiences to promising science students. However, in spite of innovative programs, US girls tend to fall behind US boys in science, and their overall attitude toward science is less positive Frome et al 2006;Greenfield 1997;Jones et al 1996;Jones and Young 1995;Lee and Burkam 1996;Reid 2003;Weinburgh 1995). Recently, new statistics regarding gender differences in science have been released by the National Center for Education Statistics (NCES) using National Assessment of Educational Progress data (NCES 2012a, b).…”

Section: Introductionmentioning

confidence: 99%

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Inquiry-Based Science and Technology Enrichment Program for Middle School-Aged Female Students

Kim

2015

J Sci Educ Technol

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This study investigates the effects of an intensive 1-week Inquiry-Based Science and Technology Enrichment Program (InSTEP) designed for middle schoolaged female students. InSTEP uses a guided/open inquiry approach that is deepened and redefined as eight sciences and engineering practices in the Next Generation Science Standards, which aimed at increasing female students' interest in science and science-related careers. This study examined the effectiveness of InSTEP on 123 female students' pre-assessment and post-assessment changes in attitudes toward science and content knowledge of selected science concepts. An attitude survey, a science content test with multiple-choice questions, written assignments, and interviews to collect data were all used to measure students' attitudes and content knowledge. A within-group, repeated measure design was conducted, and the results indicated that at the post-intervention level, InSTEP increased the participants' positive attitudes toward science, science-related careers, and content knowledge of selected science concepts.

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Section: Discussionmentioning

confidence: 99%

Section: The Purpose Of This Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Inquiry-Based Science and Technology Enrichment Program for Middle School-Aged Female Students

Kim

2015

J Sci Educ Technol

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“…Gender differences in teacher beliefs and responsiveness exist even though females are more concerned than males with pleasing the teacher (DeBacker and Nelson 2000), and initiate as many teacher interactions as do males (Greenfield 1997). Teachers' additional support and attention towards males in K-12 may be to keep them on task (PosnickGoodwin 2005), but it is unclear why teachers have lower evaluations of females, particularly since females tend to do well in the classroom in these years.…”

Section: Teacher and Parent Supportmentioning

confidence: 99%

Gender Differences in Science: An Expertise Perspective

Taasoobshirazi

Carr

2008

Educ Psychol Rev

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The purpose of this paper is to propose a new approach to research on gender differences in science that uses the work on expertise in science as a framework for understanding gender differences. Because gender differences in achievement and participation in the sciences are largest in physics, the focus of this review is on physics. The nature of expertise is first discussed and a framework that focuses on factors that influence the emergence of expertise in physics is presented. This is used to interpret what is known about gender differences in science, particularly physics. Next, the potential contributions of the research on gender differences to our understanding of expertise are discussed. Using what is learned from these two areas of research, recommendations are made for future research examining gender differences in physics. It is suggested that such an approach be used for other areas of science, such as chemistry, where large gender differences in achievement and participation also exist.The underrepresentation of women in the sciences is a significant and well documented societal concern (Miller et al. 2006;Stake 2006). Although the reasons for the problem are debated, there is no debate about the fact that women are underrepresented in the scientific community. For instance, in recent years, women received 34% of the master's degrees in computer science, 21% of the master's degrees in physics, 41% of the Masters degrees in chemistry, and 21% of the master's degrees in engineering (National Science Foundation Educ Psychol Rev (

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“…Students, especially girls, tend to lose interest in science as they grow older, mainly in the middle school and high school years (George, 2006;Greenfield, 1998), both in formal (Shakeshaft, 1995) and free-choice science-learning environments . American girls' attitudes to science were found to become increasingly negative with age (Kahle & Lakes, 1983), a finding that was repeated among Israeli students (Friedler & Tamir, 1990;Shemesh, 1990).…”

Section: Introductionmentioning

confidence: 99%

Quantifying the Gender Gap in Science Interests

Baram‐Tsabari

Yarden

2010

Int J of Sci and Math Educ

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Nearly 5,000 self-generated science-related K-12 students' questions, classified into seven science subjects, were used to quantitatively measure the gender gap in science interests and its change with age. In this data set, a difference between boys' and girls' science interests did not exist during early childhood, but increased over 20-fold by the end of high school. Furthermore, the gap widened in a stereotypical manner, with girls being increasingly interested in biology and boys more interested in physics and technology. This method could be applied for identifying and comparing the gender gap in science interests between different populations based on different data sources.

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Gender‐ and grade‐level differences in science interest and participation

Cited by 32 publications

References 11 publications

Inquiry-Based Science and Technology Enrichment Program for Middle School-Aged Female Students

Inquiry-Based Science and Technology Enrichment Program for Middle School-Aged Female Students

Gender Differences in Science: An Expertise Perspective

Quantifying the Gender Gap in Science Interests

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