Gender Differences in High‐school Students’ Views about Science

Miller, Patricia H.; Blessing, Jennifer S.; Schwartz, Stephanie P

doi:10.1080/09500690500277664

Cited by 231 publications

(191 citation statements)

References 23 publications

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“…All of the camp activities required that participants work as a team to solve problems, which may have accounted for this change. Recognizing that engineers are not solitary loners, but in fact work in teams to tackle important real world problems, could help combat the common negative stereotypes previously reported (Cavallo, 2007;Miller et al, 2006), and may prevent more adolescents form abandoning the STEM pipeline. Additionally, participants' Engineering Content Test responses also indicated a positive shift in their attitudes towards engineering as a career.…”

Section: Discussionmentioning

confidence: 99%

“…Cavallo (2007) administered the DAS to 150 middle school students whose most common images were of lonely white men who often had crazy hair or monster-like features. In a survey of high school students, Miller, Blessing, and Schwartz (2006) found that participants viewed scientists as uncaring and passionless loners. Furthermore, the girls in their study tended to perceive scientists as unsociable individuals who do not benefit society (Miller et al, 2006).…”

Section: K-12 Student Perceptions Of Scientists and Engineersmentioning

confidence: 99%

“…In a survey of high school students, Miller, Blessing, and Schwartz (2006) found that participants viewed scientists as uncaring and passionless loners. Furthermore, the girls in their study tended to perceive scientists as unsociable individuals who do not benefit society (Miller et al, 2006). Studies implementing DAE have reported similar findings as those using DAS.…”

Section: K-12 Student Perceptions Of Scientists and Engineersmentioning

confidence: 99%

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Effect of an Engineering Camp on Students’ Perceptions of Engineering and Technology

Hammack¹,

Ivey²,

Utley³

et al. 2015

Journal of Pre-College Engineering Education Research (J-PEER)

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Students' knowledge about a profession influences their future decisions about careers. Research indicates that students tend to hold stereotypical views of engineers, which would hinder engineering as a career choice. The purpose of this study was to measure how participating in a week long engineering summer camp affected middle school students' (N519) attitudes towards engineering and their conceptions of engineering and technology. Results indicate that participation in the programs had a positive impact on the students' understandings of what technology is and the work engineers do. Although the results indicate a positive impact on participants, it is not clear which components of the camp contributed to this change. The partnership between practicing middle school teachers and engineering faculty was important to the success of the camp, revealing the benefits of collaborative efforts between K-12 educators and engineering professionals.

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Section: Discussionmentioning

confidence: 99%

Section: K-12 Student Perceptions Of Scientists and Engineersmentioning

confidence: 99%

Section: K-12 Student Perceptions Of Scientists and Engineersmentioning

confidence: 99%

See 1 more Smart Citation

Effect of an Engineering Camp on Students’ Perceptions of Engineering and Technology

Hammack¹,

Ivey²,

Utley³

et al. 2015

Journal of Pre-College Engineering Education Research (J-PEER)

View full text Add to dashboard Cite

show abstract

“…Yet in fact, there is little empirical research that focuses specifically on individuals' perceptions of science fields, and whether and how they are linked to gendered decisions about whether or not to pursue STEM. While some studies have identified gender differences in preferences for work activities, such as working alone or in teams, and linked this to subsequent gender differences in the likelihood of choosing a STEM field [5,29,30], the extant literature generally stops short of considering individuals' actual perceptions of science as a domain.…”

Section: Considering the Role Of Social Relevance In Shaping Females'mentioning

confidence: 99%

Perceptions of the Social Relevance of Science: Exploring the Implications for Gendered Patterns in Expectations of Majoring in STEM Fields

Kyte

Riegle‐Crumb

2017

Social Sciences

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Despite efforts to increase participation in science, technology, engineering and math fields (STEM), the role of students' perceptions of the social relevance of science in guiding their expectations to major in STEM remains largely unexplored. Though science education scholars predict that perceptions of social relevance likely matter equally for boys and girls, gender scholars suggest that these perceptions should matter more for girls than boys. Using longitudinal data from a large, urban, low-income, and predominantly minority-serving district, this study examines the potentially gendered role of perceptions of social relevance in ninth graders' expectations to major in STEM. Further, it examines these dynamics with respect to expectations to major in any STEM field as well as expectations to major in specific STEM fields. Findings largely support the perspective of gender scholars; perceptions of the social relevance of science positively and significantly predict female, but not male, students' intentions to major in STEM (vs. non-STEM fields). Subsequent analyses that look at intentions to major in specific STEM fields reveal a similar pattern, such that perceptions of relevance positively predict female students' intentions to major in the biological sciences, the physical sciences, and engineering, while male students' intentions are not similarly impacted. By contrast, positive perceptions of the relevance of science predict a modest increase in interest in computer science for both boys and girls.

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“…Similar to the results obtained by Gurgel et al (2014), students in this research focused their answers on countries that currently dominate the world's economy and systems of production (USA, UK, China, Russia, Japan). This outcome can be related to a dominant public image of science as strongly connected to power and resources, but having little to do with exchanges and collaborations between different communities occupying difference places in the world, as discussed by Miller et al (2006) and by Hazari et al (2010). This explanation was indeed confirmed during the interviews, when students attributed their choices of countries to ownership of technology, money and power, and access to education and mass communication (more exposure), while also using terms like Bdeveloped countries^and Bimportant countries^in the global scenario.…”

Section: Representativeness In Science and Its Ramifications For Schomentioning

confidence: 99%

Different People in Different Places

Gandolfi

2018

Sci & Educ

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This article presents the results of an exploratory study of students' knowledge about scientists and countries' contributions to science, aiming at answering two research questions: BIn which ways are students aware of the history of scientific development carried out by different people in different places of the world? What can be influencing and shaping their awareness?^Thus, this study aimed at depicting students' knowledge about History of Science (HOS), focusing on what they know about science being done by people and communities from different parts of the world and on how this knowledge is constructed through their engagement with school science. An exploratory research was carried out at two multicultural state secondary schools in London, UK, involving 200 students aged 12-15 (58.5% girls, 41.5% boys) and five science teachers. The method involved an initial exploration of students' knowledge about HOS through an open-ended survey, followed by classroom-based observations and semi-structured interviews with the participants. Results showed a disconnection between remembering scientists and knowing about their work and background, hinting at an emphasis on illustrative and decontextualised approaches towards HOS. Additionally, there was a lack of diversity in these students' answers in terms of gender and ethnicity when talking about scientists and countries in science. These findings were further analysed in relation to their implications for school science and for the fields of HOS, science education and public perception of science.

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Gender Differences in High‐school Students’ Views about Science

Cited by 231 publications

References 23 publications

Effect of an Engineering Camp on Students’ Perceptions of Engineering and Technology

Effect of an Engineering Camp on Students’ Perceptions of Engineering and Technology

Perceptions of the Social Relevance of Science: Exploring the Implications for Gendered Patterns in Expectations of Majoring in STEM Fields

Different People in Different Places

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