Gender influences in classroom displays and student‐teacher behaviors

Effects of Role Models from Films on Short-Term Ratings of Intent, Interest, and Self-Assessment of Ability by High School Youth: A Study of Gender-Stereotyped Academic Subjects

“…They also reflect beliefs of how women and men should be (Deaux & LaFrance, 1998, p. 7931, from physical characteristics, personality attributes, and behavior patterns associated with specific roles, to emotional dispositions. Investigations have shown that the dominant gender stereotypes comprise a rational man and an emotional woman (Spence, Helmreich, & Strapp, 1975;Deaux & Lewis, 1984), specific occupations are evaluated as being typically male and typically female in nature, e.g., men being talented in mathematics and the natural sciences (Glick, Wilk, & Perreault, 1995;Deaux & LaFrance, 19981, while occupations and careers in the fields of mathematics and the natural sciences, such as engineering or physics, are rated as typically masculine, socially oriented vocations such as child-care professional, elementary school teacher, or social worker are demonstrative of stereotypic jobs for women (Vockell & Lobonc, 1981;Jones & Wheatley, 1989;Hill, Pettus, & Hedin, 1990;Jacobs & Eccles, 1992;Glick, et d l . , 1995).…”

Bringing in the outsiders: reshaping the sciences of the future

“…Another important finding in this approach, documented in research (Contreros and Lee 1990, Jones and Wheatley 1989, Kahle 1990, Tobin and Garnett 1987, is that although teachers' management of classes and their interactions with students frequently work to the disadvantage of girls and minorities, there is no evidence that science teachers are intentionally or consciously sexist or racist. The meanings of their interactions with students are tacit, taken-tobe-shared assumptions about gender and race relations.…”

“…They also emphasize that all students are capable of learning science and that classrooms must be managed so that students of both sexes and all races have the opportunity to learn (Jones andWheatley 1989, Mason andKahle 1988). Other strategies include special classes for girls and minorities that emphasize academic work, role models, group work and career information (Mulkey andEllis 1990, Stage et al 1987).…”

“…Advocates of equity have developed teacher education programmes and projects in schools that often stress the importance of presenting students with examples of minority and women scientists in textbooks and other instructional material (Bazler and Simonis 1991, Jones and Wheatley 1989, Kahle 1985, Mason and Kahle 1988. They also emphasize that all students are capable of learning science and that classrooms must be managed so that students of both sexes and all races have the opportunity to learn (Jones andWheatley 1989, Mason andKahle 1988).…”

Attitude of Junior Secondary School Students towards the Study of Science

“…Within primary classrooms, males receive more praise, direct questions and behavioral warnings (Becker, 1982;Sikes, 1972). Male students are also asked more often to assist with demonstrations and experiment (Jones & Wheatley, 1989). Curran (1980) observed that because girls perform poorly in science, teachers and parents tend to stream them into non-science and non-technical subjects and careers with the result that girls fail to acquire knowledge and skills that are important even for work that women normally do in health care, food cropping, environmental management and energy conservation.…”