Three Approaches to Gender Equity in Science Education

Abstract

In this article I use feminist critique of science as a point of departure to discuss different understandings of how sex/gender impacts on pupils' approaches to science education. I construct a theoretical framework that shows three different approaches to increase gender equity in science education. Each approach is grounded in a distinct understanding of how sex/gender impacts pupils' engagement in science education. The analytical frame that is developed thereby represents descriptions of three alternative ways to address gender inequity in science education. The framework shows how different understandings of how sex/gender impact on pupils' engagement in science education require distinct initiatives to increase gender equity. The framework can be used in the planning and analysis of how gender initiatives work to address gender inequity in science education.

Identificación y caracterización de las creencias de docentes hombres y mujeres acerca de la relación ciencia - género en la educación científica

“…Pedagogía Queer. Sin embargo, en el ámbito de la Educación Científica se toma como punto de partida la Pedagogía Feminista, particularmente hacia la Teoría Crítica Feminista de la ciencia, de tal manera de comprender cómo la perspectiva de género afecta las investigaciones en el área (Sinnes, 2006). Esta perspectiva, considera algunos aspectos de la educación multicultural orientados hacia la igualdad de oportunidades educativas para estudiantes, en donde se incluyen contribuciones de individuos y culturas que han estado fuera de las redes euro céntricas cristianas, considerando además la diversidad de razas, etnias, idiomas y religión, además del sexo y género (Meyer, 2010).…”

“…Teniendo en cuenta estas bases teóricas y según la propuesta de Sinnes (2006), se describen a continuación tres modelos de género, para poder comprender la relación ciencia -género en las creencias del profesorado.…”

Patriarchy Rules: Transforming resistance to gender inequalities in science teacher education in Zimbabwe

“…There is need therefore for any country to harness the intellectual and scientific capacity of both men and women for sustainable social, ecological and economic development. Yet, SMTs constitute the areas within the educational system where gender disparity is greatest, in several of the poorest countries of the world (Clegg, 2007;Sinnes, 2004). Despite the documented benefits to economic and social development of granting females education, relatively fewer girls than boys are given the opportunity to participate and perform in SMTs education disciplines in several of the poorest countries of the world (ibid.).…”

Gender Construction in Experiment-Based Biology Lessons

“…A theoretical framework for closing the gender gap in science education was developed by Sinnes [31]. This framework is based on three distinct views of how boys and girls engage in science and suggests three different teaching approaches corresponding to these views.…”