Results for Gender
Viewing 1 - 10 of 17

Malone, K. R., & Barabino, G. (2009). Narrations of race in STEM research settings: Identity formation and its discontents. Science Education, 93(3), 485–510.

This study investigates specific challenges that students of color have in developing a personal identity related to science. The researchers examined how experiences in graduate school programs shaped the emergent identities of African-American women students in science and engineering. The study sheds light on the barriers cultural minority students might face in their pursuit of science in school and in careers, and suggests that educators might help to prepare students for these experiences.

Lyon, G., & Jafri, J. (2010). Project Exploration's Sisters4Science. Afterschool Matters, 11,15–22.

This article describes an afterschool science program targeting girls from communities underrepresented in the sciences. The authors argue for the need for such programs to build on research findings that are relevant to girl-specific programs, which they summarize in the article. This article provides a highly condensed overview of research findings and illustrates how the authors have applied these findings to their program design. It could be of interest to ISE educators seeking to design STEM programs for girls.

Zeyer, A., & Wolf, S. (2010). Is there a relationship between brain type, sex and motivation to learn science? International Journal of Science Education, 32(16), 2217–2233.

This study is based upon a body of work that characterizes individuals as primarily empathizers, systemizers, or an equal balance of both. Systemizing describes the ability to understand the world in terms of a system, whereas empathizing is the ability to identify and perceive the mental states of others. In this study, the authors examined whether gender played a role in determining motivation for science learning or whether personality attributes (also known as “brain type”) – that is, whether more a systemizer or an empathizer – were more significant.

Cho, S., Goodman, M., Oppenheimer, B., Codling, J., & Robinson, T. (2009). Images of women in STEM fields. Journal of Science Communication, 8(3), 1–5.

In a survey, eighth-grade students identified women who were in STEM fields to be significantly more intelligent, less attractive, and more creative than women in non-STEM fields. The students did not indicate that they found a difference between women in STEM fields or non-STEM fields in terms of how organized or how good at their job they were. The authors suggest that the development of these stereotypical views could help explain why women are consistently underrepresented in STEM fields and why women consistently choose professions already dominated by women.

Denner, J., Bean, S., & Martinez, J. (2009). The Girl Game Company: Engaging Latina girls in information technology. Afterschool Matters, 8, 26–35.

Although digital technology has become ubiquitous in our time, not everyone is afforded the same opportunities to pursue the fields of engineering, computer science, and advanced technology. This paper examines how an afterschool and summer program for middle school girls considered the roles of gender, culture, and youth development to increase the participation of Latinas in IT careers.

Maltese, A V., & Tai, R H. (2010). Eyeballs in the fridge: Sources of early interest in science. International Journal of Science Education, 32(5), 669–685.

Out of 85 scientists and graduate students interviewed, 65% state that their initial interest in science occurred before middle school, particularly for those in physics-related fields. The interest was attributed as self-interest (45%) or intrinsic motivation. However, a large proportion discuss initial experiences related to school- or education-based experiences, including enrichment activities (40%) and family (15%).

Archer, L., Dewitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2012) ‘Balancing acts’: Elementary school girls’ negotiations of femininity, achievement, and science. Science Education, 96(6), 967–989. doi:10.1002/sce.21031

This paper explores how science-aspiring girls balance their aspirations and achievement with societal expectations of femininity. In-depth interviews revealed two models that the girls tended to follow, termed feminine scientist or bluestocking scientist, and the precarious nature of both of these identities. Archer et al. suggest ways that practitioners can better support girls in their balancing acts.

Rahm, J. (2012). Collaborative imaginaries and multi-sited ethnography: space-time dimensions of engagement in an afterschool science programme for girls. Journal of the Learning Science 7(2), 247-264

This three-year study of community-based afterschool initiatives focused on girls’ engagement with science and how they negotiate identities with and in opposition to science. Rahm conducted a multi-sited ethnography, observing girls whose families had recently immigrated to Montreal, Canada and were participating in a community organization creating science newsletters and science fair projects.

Buccheri, G., Gürber, N.A. & Brühwiler, C. (2011). The impact of gender on interest in science topics and the choice of scientific and technical vocations. International Journal of Science Education, 33(1), 159–178.

This study presents an interesting cross-national analysis of young people’s preferences, expectations, and perceptions of ability regarding STEM subjects. It finds that gender plays a significant role in students’ choices regarding STEM study and careers on the basis of comparison of students from four countries using the data from PISA, the international cross-comparison study. This study provides ISE educators with an insight into young people’s thinking regarding STEM. It also suggests possible strategies that may be implemented by ISE initiatives for greater gender equity in STEM.

van der Veen, J. (2012). Draw your physics homework? Art as a path to understanding in physics teaching. American Educational Research Journal, 49(2), 356–407.

This paper describes the potential benefits of incorporating art into physics education. Drawing and sculpture provide a way of understanding abstract concepts. The process may also allow educators to “humanize” physics and thus make it more accessible to historically marginalized groups.

Viewing 1 - 10 of 17