Doing a science project: Gender differences during childhood

Lauren B. Adamson · Martha A. Foster · Martha L. Roark · Donna Reed

57 citations0/0 files storedJournal of Research in Science Teaching

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Career Development and Diversity Education, Achievement, and Giftedness Science Education and Perceptions

Abstract

By adolescence, men's participation and achievement in science exceeds women's. This article reports a case study that examined the beginnings of this gender differentiation during a naturally occurring academic activity that was designed to support and guide young children's interest in doing science. Data were collected during 2 successive years of a science fair for children in Grades 1–6 of a progressive private school. A total of 268 projects were characterized in terms of achievement and area of science. Parents provided information about the way children selected and created projects. In both years and in all grade levels, boys tended to choose to work in the physical sciences, and girls in the biological and social sciences. Peer collaborations were exclusively same sex. Achievement and parental involvement were not gender related. Factors are discussed that might lead to an early divergence of boys' and girls' interests in science within a context that promotes its exploration. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 845–857, 1998.

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1979The ecology of human development : experiments by nature and design 1968Weighted kappa: Nominal scale agreement provision for scaled disagreement or partial credit.1987Reflections on Gender and Science 1990Gender and relationships: A developmental account.1986Women's Ways Of Knowing 1993The lenses of gender: transforming the debate on sexual inequality 1983Differential Premises Arising from Differential Socialization of the Sexes: Some Conjectures 1995Gender, race, ethnicity, and science education in the middle grades

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