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ERIC Number: EJ1056763
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
Reference Count: 79
ISBN: N/A
ISSN: ISSN-0305-764X
Gender and High School Chemistry: Student Perceptions on Achievement in a Selective Setting
Cousins, Andrew; Mills, Martin
Cambridge Journal of Education, v45 n2 p187-204 2015
This paper reports on research undertaken in a middle-class Australian school. The focus of the research was on the relationship between gender and students' engagement with high school chemistry. Achievement data from many OECD [Organisation for Economic Co-operation and Development] countries suggest that middle-class girls are achieving equally as well as, if not better than, boys in many subjects. This has led to claims that the "girls and science" agenda is no longer necessary, and indeed may have been detrimental to boys' achievements in science subjects. The data collected from students at this site indicate that at this school this agenda is far from a completed one. These data indicate that whilst girls' achievement levels are comparable with those of the boys, for many students chemistry is still perceived as a masculine subject. Hence, the girls in the chemistry classrooms at this school construct themselves, and are constructed, as outsiders in the subject.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia