Gender, psychological type and science

Abstract

The use of the Myers‐Briggs Type Indicator test with school populations following conventional science courses indicated that girls opting for science tended to be of a specific psychological type. This finding shed light on the processes of subject choice and helped in the planning of an intervention programme to provide ‘girl‐friendly’ physics lessons. It was then found that girls experiencing these lessons not only showed more interest in science, but also that the association between psychological type and subject choice was lost. This finding suggests that the intervention made both qualitative and quantitative changes in the pattern of recruitment of girls to science.

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