Science education for all, some or just a few? Feminist and gender perspectives on science education: a special issue

Hussénius, Anita

doi:10.1007/s11422-013-9561-0

Cited by 11 publications

(11 citation statements)

References 8 publications

(6 reference statements)

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“…The body of research on gender in science has been growing during the last years, mainly motivated by a persistent low proportion of women in careers related to science and technology (S&T): around 28.8% of world's researchers are women (UNESCO, 2017). In this context, gender inequalities in science education have become of major concern for scientists and science educators, since the overall lack of interest from young students in science and the fact that girls seem to be less engaged in school science than boys might impact directly on the underrepresentation of women in S&T (Hussénius, 2014). Over the past few years in Brazil, there has been a flourishing of initiatives aiming to stimulate girls' engagement with scientific activities and thereby increase the number of girls choosing to pursue a future career related to S&T. Main Brazilian universities have been developing educational projects focused on "girls in science", such as Federal University of Rio Grande do Sul (2020), Federal University of Rio de Janeiro (2020), University of Campinas (2020) and University of Brasília (2020).…”

Section: Introductionmentioning

confidence: 99%

What are the Problem Representations and Assumptions About Gender Underlying Research on Gender in Physics and Physics Education? A Systematic Literature Review

Vidor

Danielsson

Rezende

et al. 2020

RBPEC

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This work offers a systematic literature review of Brazilian and international research on gender in physics and physics education published over the last decade (2010–2019). We draw on a poststructuralist analytical approach to discuss assumptions about gender and forms of problematization of gender inequalities in physics, referred as problem representations, underlying one hundred and thirty studies. Results show that most studies (76.9%) assume a binary gender model that restricts “gender” to sex-specific issues related to female individuals. The “problem” is represented as the low number of women pursuing careers related to physics. The implied solution is to attract girls to physics and retain female academics in their careers. Around 22.3% of studies assume that “gender” is a relational construct that constitutes power relations between individuals, who may or may not conform to hetero-cis-normative social expectations. The “problem” is represented as the reproduction of gender discourses and stereotypes within and about the cultures of physics and physics education. Only one study assume “gender” as one of several axes of a complex and dynamic power system that constrains knowledge production in physics, then representing the “problem” as a matter of how theories and practices are perpetuated in the field. We conclude that a call for more gender diversity in physics and physics education should not only address hetero-cis-normative conceptions of gender, but should also challenge strict and specific cultural, social and epistemological norms within the physics community.

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Section: Introductionmentioning

confidence: 99%

What are the Problem Representations and Assumptions About Gender Underlying Research on Gender in Physics and Physics Education? A Systematic Literature Review

Vidor

Danielsson

Rezende

et al. 2020

RBPEC

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“…Suas representações estão presentes na Ciência e no Ensino de Ciências de maneira complexa, naturalizada, reafirmando preconceitos e discriminações (SCHIEBINGER, 2001;HUSSÉNIUS, 2014;HEERDT;BATISTA, 2016a). As pesquisas de gênero e Ciência sobre a produção do conhecimento científico, na perspectiva crítica feminista, revelam a desigualdade de mulheres na Ciência e nos cargos de decisão (OSADA; COSTA, 2006;KELLER, 2006;HARDING, 1996HARDING, , 2010HARAWAY, 1992HARAWAY, , 1995LONGINO, 1987;LONGINO;DOELL, 1983).…”

Section: Introductionunclassified

“…As pesquisas de gênero e Ciência sobre a produção do conhecimento científico, na perspectiva crítica feminista, revelam a desigualdade de mulheres na Ciência e nos cargos de decisão (OSADA; COSTA, 2006;KELLER, 2006;HARDING, 1996HARDING, , 2010HARAWAY, 1992HARAWAY, , 1995LONGINO, 1987;LONGINO;DOELL, 1983). Nos estudos de gênero e Educação Científica, pesquisadores relatam o desinteresse das mulheres pela Ciência, o tratamento diferenciado dado por docentes a meninos e meninas, e a formação docente (SINNES;LOKEN, 2014;HUSSÉNIUS, 2014;HEERDT, 2014;BOURDIEU, 2014). Do ponto de vista educacional, preocupam as dicotomias e as polarizações que atravessam a construção do conhecimento científico e as representações de gênero naturalizadas em nossa sociedade e no meio escolar.…”

Section: Introductionunclassified

“…A revista Cultural Studies of Science Education lançou, em 2014, uma edição especial -Science education for all, some or just a few? Feminist and gender perspectives on science education: a special issue (HUSSÉNIUS, 2014) A Teoria das Representações Sociais (TRS) defende que os sujeitos não apenas reproduzem, mas produzem e determinam comportamentos, significados e relações (MOSCOVICI, 2012), e possibilita a análise da diversidade de modos de conhecer e de construir a realidade. As representações sociais (RS) indicam "[...] uma forma de conhecimento, socialmente elaborada e partilhada, com um objetivo prático, e que contribui para a construção de uma realidade comum a um conjunto social" (JODELET, 2001, p. 22).…”

Section: Introductionunclassified

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Representações sociais de ciência e gênero no ensino de Ciências

Heerdt¹,

Batista

2017

Prax. Educ.

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Resumo: Este artigo analisa as representações sociais (RS) de docentes a respeito da Natureza da Ciência (NdC), das questões de gênero na sociedade, na Ciência e no contexto de ensino. A abordagem teórica é a da RS dimensional de Moscovici, associada às discussões da NdC, teorias feministas da Ciência e Ensino de Ciências. Participaram da investigação 22 docentes. Os dados foram coletados por meio do registro fílmico. A análise lexical foi realizada com o auxílio do software Alceste. Formaram-se quatro classes: NdC, Gênero e a mulher na Ciência, Gênero e contexto de ensino, e Gênero e sociedade. Nas áreas de formação das/dos docentes, não foi possível encontrar diferenças significativas nas RS. Por meio dos dados empíricos, percebe-se a argumentação distinta de homens e de mulheres. A RS dos homens, naturalizada, discriminatória e de negação das questões de gênero na sociedade e na Ciência, mostra-se mais contundente do que das mulheres. Faz-se necessária, na formação inicial e continuada, a problematização das questões de gênero na Ciência. Palavras-chave: Representações sociais. Gênero e Ciência. Formação docente.Abstract: This paper analyzes the Social Representations (SR) of teachers regarding the Nature of Science (NoS), gender issues in society, Science and in the teaching context. The theoretical approach is Moscovici's SR associated to NoS discussions, Science feminist theories and Teaching of Science. A number of twenty-two teachers were part of this research. Data were collected through the filmic record.

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“…As a discipline and cultural way of knowing, canonical science carries a sociohistorical legacy of power and privilege (Calabrese Barton and Yang 2000). This legacy shapes people’s perceptions that science is reserved for individuals of particular racial and ethnic backgrounds, gender identities, socioeconomic statuses, and who possess specific physical and (innate) cognitive abilities (Hussénius 2014). Sociocultural and feminist critiques of this dominant narrative posit that science has been largely developed by Western men from the middle and upper classes, and is therefore laden with cultural histories, values, and interests (mainly male, Euro-centric, heterosexual) that shape social perceptions of science as a predominantly White and masculine endeavor reserved for the intellectual elite (Harding 2006).…”

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confidence: 99%

Accessing the elite figured world of science

Chaffee

Gupta

2018

Cult Stud of Sci Educ

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This review explores Jackson and Seiler’s “I am smart enough to study post-secondary science: A critical discourse analysis of latecomers’ identity construction in an online forum” by considering the analytic framework for figured worlds guiding this study. We consider the specific affordances of cultural production theory for examining how sociohistorical and cultural discourses of science as elite impact individuals at every level of education. We then extend this discussion by exploring how an informal learning space at a prestigious science museum was designed to explicitly tackle cultural discourses of science as elite that act as barriers to identification with science.

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Science education for all, some or just a few? Feminist and gender perspectives on science education: a special issue

Cited by 11 publications

References 8 publications

What are the Problem Representations and Assumptions About Gender Underlying Research on Gender in Physics and Physics Education? A Systematic Literature Review

What are the Problem Representations and Assumptions About Gender Underlying Research on Gender in Physics and Physics Education? A Systematic Literature Review

Representações sociais de ciência e gênero no ensino de Ciências

Accessing the elite figured world of science

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