Frauen in MINT-Berufen: Retrospektive Wahrnehmung des mathematisch-naturwissenschaftlichen Unterrichts auf der Sekundarstufe I

Abstract

Zusammenfassung Der Beitrag fokussiert die Bedeutung des mathematisch-naturwissenschaftlichen Unterrichts für die Überwindung der geschlechtsbezogenen Disparitäten bei der Berufswahl im Bereich von Mathematik, Informatik, Naturwissenschaft und Technik (MINT). Basierend auf der Annahme, dass in der motivationsförderlichen Gestaltung des Unterrichts ein wirksamer Ansatz zur Reduktion der beharrenden Unterrepräsentation von Frauen in MINT-Berufen liegt, wird der Frage nachgegangen, wie junge Frauen mit einer für ihr Geschlecht untypischen Berufswahl den mathematisch-naturwissenschaftlichen Unterricht, den sie auf der Sekundarstufe I erlebt haben, retrospektiv beurteilen. Der methodische Zugang erfolgt über eine standardisierte Befragung (N = 185) und qualitative Einzelinterviews (N = 71) von Frauen, die eine duale Ausbildung zu einem MINT-Beruf auf der Sekundarstufe II absolvieren. Die Triangulation der quantitativen und qualitativen Ergebnisse zeigt, dass der mathematisch-naturwissenschaftliche Unterricht von den jungen Frauen dann als förderlich und unterstützend wahrgenommen wird, wenn er auf den vier Dimensionen der Vermittlungskompetenz der Lehrperson, der individuellen Förderung durch die Lehrperson, der Orientierung über MINT-Berufe sowie des Alltags-und Phänomenbezugs hohe Ausprägungen aufweist.Schlüsselwörter Naturwissenschaftlicher Unterricht · MINT · Sekundarstufe I · Frauen · Berufswahl 2 B. Aeschlimann et al. 3 Women in STEM professions: retrospective perception of mathematics and science in secondary school educationAbstract The article emphasizes the importance of math and science classes for overcoming gender disparities in career choices in the fields of science, technology, engineering, and mathematics (STEM). This study focuses on the retrospective perception of math and science education during secondary schooling among female vocational students with a career choice in male-dominated occupations. The underlying assumption is that the design of school lessons offers an effective approach to explain and remedy the persisting underrepresentation of women in STEM professions. Based on this, we explore the research question how young women with gender a-typical career choices retrospectively evaluate their math and science classes during secondary school. The methodological approach consists of a standardized survey (N = 185) and individual interviews (N = 71) of women undergoing training for a STEM profession in secondary school. Triangulation of quantitative and qualitative results shows that young women perceived math and science classes as conducive and supportive when their education ranked high on four dimensions: teachers' communication skills, teacher support to individual students, information about STEM professions, and when the class content was relevant for and linked to everyday life experiences.

The Gender Gap in STEM Fields: The Impact of the Gender Stereotype of Math and Science on Secondary Students' Career Aspirations

“…Since we did not control for other potential determinants in the explanatory models (e.g., self-image of students, their abilities, or interest in science), our results are limited to the investigation of the impact of gender-science stereotype on students' aspirations. It has been demonstrated that further school-related factors, such as the instructional design of science classes (Aeschlimann et al, 2016), teachers' support and encouragement (Aeschlimann et al, 2015) as well as family-related factors, and also peers can considerably influence the career-choice decisions of young people (Makarova et al, 2016b).…”

School subjects' synergy and teacher knowledge: Do biology and chemistry teachers benefit equally from their second subject?

“…Theoretically, it is conceivable that the observed group differences could have existed in students already prior to starting a teacher education. Regarding aspects of motivational orientations, it has already been empirically demonstrated that these represent decisive factors in the choice of study subjects (Aeschlimann et al, 2015;Nagy, 2005;Oepke & Eberle, 2014;Schnabel & Gruehn, 2000). In particular, it has repeatedly been shown that a more distinct educational interest is associated significantly less with the choice of natural science subjects (e.g., Schmidt & Herzer, 2006;Schnabel & Gruehn, 2000).…”

“…This assumption is in line with a longitudinal causality study by Blömeke et al (2014) who showed that preservice teachers' PCK causally influences their later beliefs, not the other way round. Moreover, potential baseline differences in professional knowledge are particularly contradicted by the fact that it has been shown several times that the two specialized courses taken in the last section of school education-as well as the later university study subjects-are primarily chosen on the basis of motivational orientations (Aeschlimann et al, 2015;Nagy, 2005;Oepke & Eberle, 2014;Schnabel & Gruehn, 2000). Accordingly, it is not surprising that there is a high degree of congruency between the selected specialized courses and later study subjects (e.g., Berweger et al, 2015;Nagy et al, 2006;Puderbach, 2012;Schnabel & Gruehn, 2000).…”

Why is the pipeline leaking? Experiences of young women in STEM vocational education and training and their adjustment strategies

“…The interviews were conducted by telephone in spring 2012. The selective sample comprised women in the following professional fields: technology and engineering (N = 42, 59 %, e.g., draftswoman) informatics (N = 18, 26 %, e.g., computer scientist), mechanical professions (N = 8, 11 %, e.g., automation engineer), and construction (N = 3, 4 %, e.g., carpenter) (Aeschlimann et al 2015a). The four fields have a much smaller proportion of women than many other STEM fields.…”