Gender Disparity in Science Education: The Causes, Consequences, and Solutions.

Abstract

Causes of Gender Disparity Although early literature addressing gender disparity attributed gender differences in academic performance in science and mathematics to genetics (Benbow & Stanley, 1980; Gray, 1981), the overall biological differences between men and women have been dispelled by researchers as possible explanations for disparity (Hyde, Fennema, & Lamon, 1990; Linn & Hyde, 1989). There is consistent documentation spanning over a decade that the major contributors to the gender gap in science are environmental in nature. Furthermore, these contributors all share one thing in common--they are influenced by society. Society can be defined as an organized group of people associated together for cultural purposes that influence all aspects of an individual's life. The differential treatment of females is grounded in beliefs that society has about gender differences. Sexism is built into our societal system and pervades our culture. Society undervalues the role of women, placing higher value on the traditional male role. Girls and women receive conflicting messages about their worth and place in our culture from schools, home, and the community. Science itself has traditionally discouraged participation of women. Science classes are traditionally competitive and do not accommodate a variety of learning styles. To add to the problem, there is an overall denial of gender biases in schools and in society (Graham, 2001). The following section discusses the major contributors to gender disparity in science and science education. They include the early childhood environment, the resultant science-related interests, gender stereotypes, family expectations, classroom management and instructional practices, testing procedures, instructional materials, and science itself as a discipline. The Early Childhood Environment Boys and girls are, from birth, reared under a different set of environmental conditions. Parents play more roughly and vigorously with infant sons than they do with daughters, and are more likely to react positively to assertive behavior on the part of their sons and to emotional sensitivity in their daughters. Boys are encouraged to be more physically active while girls are encouraged to be affectionate and tender. Boys tend to be given more freedom to roam the neighborhood, and they are not protected for as great a length of a time as girls from potentially dangerous activities like playing with sharp objects or crossing the street alone. Parents quickly come to the aid of their daughters, but are more likely to encourage their sons to address problems themselves. Thus, independence and initiative tend to be encouraged in boys, while dependence and passive behavior tend to be encouraged in girls (Woolfolk, 1998). In science, where discussion, problem-solving, and laboratory exercises are essential learning tools, these learned behaviors later result in science classrooms characterized by male-dominated discussions and laboratory activities in which boys perform the experiments and girls passively watch and take notes (Guzzetti & Williams, 1996; Woolfolk, 1998). Socially acceptable toys and play are different for girls and boys. Boys' rooms tend to be filled with sports equipment, toy vehicles, tools, and building kits. Boys' play tends to involve taking things apart and putting them back together, grouping objects, and manipulating objects. They develop a relationship with objects with de-emphasis on play that promotes relationships with people. Boys typically participate in activities such as building with blocks and constructing model airplanes, and often participate in sports that involve science and math concepts (e.g., figuring batting averages and negotiating over game rules). Girls' rooms tend to contain children's furniture, kitchen utensils, and dolls. They tend to use these objects to explore emotional relationships such as playing house, making up stories, and talking to dolls. …

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