One Science, One Sex?

Otto, Paul B.

doi:10.1111/j.1949-8594.1991.tb12122.x

Cited by 11 publications

(4 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The author found that the female students from China saw themselves as being treated as genderless intellectuals at Chinese universities. Otto (1991) presented a very thorough discussion as to possible influences upon females in science. He pointed out that “explanations for women not entering the science fields have focused on: (a) disparity in cognitive abilities, (b) personality characteristics, (c) attitudes toward science, (d) differences between in‐school and out‐of‐school experiences, and (e) gender differences in mathematics preparation” (p. 367).…”

Section: Discussionmentioning

confidence: 99%

Science Attitudes of Selected Middle School Students in China: A Preliminary Investigation of Similarities and Differences as a Function of Gender

Boone

1997

School Sci & Mathematics

View full text Add to dashboard Cite

Evaluating the attitudes of science students is important for teachers, curriculum developers, and those working with preservice teachers. Although in the United States a great deal of attitudinal research has been conducted with regard to science education, in the People's Republic of China very little work concerning science attitudes has been completed. This study will report on an evaluation of Chinese boys' and girls' attitudes toward selected science topics. Students attended a middle school in the city of Shanghai. Analysis indicated that when the male and female Chinese students differ in their response patterns, females select more intense responses (“strongly agree” as opposed to “agree,”“strongly disagree” as opposed to “disagree”). Furthermore, the surveyed females often selected responses suggesting that they were more interested in the science topics and issues presented in the survey.

show abstract

Section: Discussionmentioning

confidence: 99%

Science Attitudes of Selected Middle School Students in China: A Preliminary Investigation of Similarities and Differences as a Function of Gender

Boone

1997

School Sci & Mathematics

View full text Add to dashboard Cite

show abstract

“…A competitive classroom culture appears to facilitate individual achievement for white men, but acts as a significant deterrent to women's achievement. Other studies suggest that the lack of curriculum images relevant to the daily lives of women (Kelly, 1985;Otto, 1991;Rosser, 1990;Trankina, 1993) and the androcentric bias of scientific knowledge and practice (Harding, 1991;Keller, 1992;Rosser, 1990;Tobias, 1989Tobias, , 1992 are additional factors involved in women's attrition from science.…”

Section: Making Science Friendly To Womenmentioning

confidence: 99%

Reproductive and resistant pedagogies: The comparative roles of collaborative learning and feminist pedagogy in science education

Mayberry

1998

J. Res. Sci. Teach.

View full text Add to dashboard Cite

The underrepresentation of women (and men of color) in science has motivated many science educators to develop innovate classroom pedagogies aimed at making science courses and curricula more attractive and inviting to all students. One dominant approach to reforming science education is to transform how students learn by implementing collaborative approaches to learning in the classroom. Feminist pedagogy is an alternative approach to science education reform that is concerned with transforming both how students of science learn and the science curriculum that students are expected to learn. This article first compares and contrasts collaborative learning and feminist pedagogy. It then addresses the implications and consequences of each for science education. The theoretical and epistemological foundations of each approach demonstrates that choosing a classroom pedagogy is not an apolitical act. Collaborative approaches to science education serve to reproduce the dominant discourse of existing science systems. In contrast, feminist pedagogy resists the dominant discourse and invites all students to learn science, but more important, it invites them also to critically analyze existing scientific systems and the relationship of those systems to power, oppression, and domination. J Res Sci Teach 35: 443-459, 1998. Why aren't women and minorities rushing into the science vacuum? I contend that an important reason is that the science curriculum itself and the dominant views of science as an a-historical and hyper-rational system of thought makes the science classroom an alien and hostile place for women and people of color. Students often decide whether to pursue a particular line of study based on a combination of intrinsic interest in the subject and something I might call the "comfort zone." Baldly stated, the science classroom is usually an uncomfortable place for women and people of color. If we are to address the crisis in science personnel we must ask not only about how we teach science but also about the subject matter itself. (Fausto-Sterling, 1991, p. 5) The call for science education reform has been fueled by the plethora of recent reports suggesting that traditional science education environments neither attract nor retain sufficient numbers of women or men of color-the most underrepresented groups in the natural sciences JOURNAL

show abstract

“…Research also suggests that emphasizing the fun, hands-on, real-world, and cooperative aspects of science can help counter the multiple forces that from the earliestgrades discourage many students, especially females, from participating in the physical sciences (Fort & Vamey, 1989;Gardner, Mason, & Lakes-Matyas, 1989;Mason, Butler Kahle. & Gardner, 1991;Otto, 1991;Tracy, 1990).…”

Section: )mentioning

confidence: 99%

Teaching Fundamental Aspects of Science Toys

O’Brien

1993

School Sci & Mathematics

View full text Add to dashboard Cite

One Science, One Sex?

Cited by 11 publications

References 26 publications

Science Attitudes of Selected Middle School Students in China: A Preliminary Investigation of Similarities and Differences as a Function of Gender

Science Attitudes of Selected Middle School Students in China: A Preliminary Investigation of Similarities and Differences as a Function of Gender

Reproductive and resistant pedagogies: The comparative roles of collaborative learning and feminist pedagogy in science education

Teaching Fundamental Aspects of Science Toys

Contact Info

Product

Resources

About