Extracurricular Program for Girls to Improve Competencies and Self-Concept in Science and Technology

Ruiz-Bartolomé, Erica; Greca, Ileana María

doi:10.3390/educsci13010070

Cited by 5 publications

(2 citation statements)

References 21 publications

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“…Prior work has shown that gender differences are present in education [2][3][4][5][6][7]. The focus of most studies has been on differences in career paths and achievements, but less is known about the perspectives of teachers and students on gender differences.…”

Section: Discussionmentioning

confidence: 99%

“…"Gender disparities in achievement are a matter of considerable concern, as they may have long-term consequences for girls' and boys' personal and professional future" [1], p. 142. Concerns about the differences between boys and girls in educational achievement, school careers and educational choices have existed since the last century [2][3][4][5][6][7]. In the Netherlands, gender differences are also a longstanding and still current field of interest.…”

Section: Introductionmentioning

confidence: 99%

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Views on Gender Differences in the Physics Classroom

Musters,

Aarts,

Van Amelsvoort

et al. 2024

Education Sciences

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Concerns about the differences between boys and girls in educational achievement, school careers and educational choices have existed since the last century. Despite ongoing research, we still do not have a complete picture of gender-based differences in education. In particular, there is little comparative research on how teachers and students experience and deal with gender differences in their classrooms. Therefore, this study focuses on teacher and student perspectives on gender differences in the physics classroom of Dutch upper secondary education. The data were collected through questionnaires distributed among physics teachers (N = 72) and students (N = 212). The questionnaires for students and teachers were designed to reveal their perceptions of gender differences in the classroom, focusing on student learning characteristics and teacher–student interactions. Gender differences are reported to a larger extent by teachers than by students, especially in the area of students’ learning characteristics (e.g., boys showing more talent and interest in physics, girls showing more effort and self-regulation) and some in teacher–student interactions (e.g., girls asking teachers more questions). We conclude that concerns about differences between boys and girls are still present and need further research. More work is needed to fully understand the implications of these differences, which are expected to have an important impact on classroom interventions and guidelines for teachers to use in their classrooms.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Views on Gender Differences in the Physics Classroom

Musters,

Aarts,

Van Amelsvoort

et al. 2024

Education Sciences

View full text Add to dashboard Cite

show abstract

A systematic review of the factors affecting girls' participation in science, technology, engineering, and mathematics subjects

Msambwa,

Daniel,

Lianyu

et al. 2023

Comp Applic In Engineering

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There have been global efforts to achieve the sustainable development goals (SDGs) on quality education, gender equality, industry, innovation, and infrastructure development; however, in science, technology, engineering, and mathematics (STEM), men still dominate these fields at the highest levels, as boys dominate STEM subjects in schools. Thus, there is a need to improve female participation in these fields at all levels. Therefore, this systematic review examined the empirical evidence on the factors affecting girls' participation in STEM subjects. We conducted a comprehensive literature search using electronic databases such as Web of Science, Scopus, EBSCO‐host, and Google Scholar. An analysis of 165 scholarly publications was done using a systematic methodology. The study found that only 10% of the studies indicated that girls' poor participation in STEM could be attributed to personal factors and 61% to environmental factors. Additionally, behavioral factors accounted for 29% of the sampled studies, which found that negative attitudes, lack of career plans, lack of collaboration, interest, poor self‐concept, self‐efficacy, and low motivation were identified as factors that affect girls' participation in STEM subjects. The findings highlight a comprehensive overview of the current knowledge of girls in STEM, providing policymakers, educators, and practitioners with valuable insights into creating an enabling environment that supports more girls in STEM subjects. Furthermore, it contributes to the global efforts to achieve the SDGs 4, 5, and 9.

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