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ERIC Number: ED242561
Record Type: Non-Journal
Publication Date: 1983
Pages: 8
Abstractor: N/A
Reference Count: N/A
The Disadvantaged Majority: Science Education for Women. AETS Outstanding Paper for 1983.
Kahle, Jane Butler
Although women comprise the majority of the population, fewer than 9 percent are employed as scientists and engineers. Research indicates that girls have poorer attitudes toward science, enroll less often in science courses, demonstrate lower achievement levels in science, and have fewer experiences with science materials or instruments. Among the factors identified as contributing to the dearth of girls and women in science courses and careers are social factors (role models, sex role stereotyping), educational factors (enrollment patterns, parent/teacher expectations, classroom and extracurricular activities), and personal factors (spatial visualization). This paper examines each type of factor and suggests ways to eliminate negative ones. Briefly, the effect of sex/role stereotyping of physical science courses and careers as masculine deters entrance by, and retention of, adolescent girls. Furthermore, the lack of female role models has a negative effect, particularly on early adolescent girls. In addition, girls have fewer opportunities to develop spatial visualization skills, which may be an important factor in science achievement. However, the most critical difference occurs within science classrooms. Research shows that girls have fewer experiences with science instruments, materials, or techniques. This difference must be addressed by every science teacher to eliminate inequalities in science education. (Author/JN)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A