Sex‐role stereotyping by high school females in science

Abstract

Although the participation by females in upper-level occupations and positions has expanded considerably in recent years, science is still considered a masculine career field. The results of this study show that only the physical sciences in particular (not science in general) are clearly viewed as masculine academic areas.. Furthermore, the results suggest that the perception by girls of the physical sciences as masculine is much more likely to occur in coed classes than in all-female classes. The results can best be explained by two factors: (1) the attitudes conveyed by teachers and by society may predispose students toward a greater acceptance of women in biology than in the physical sciences; and (2) when girls perceive themselves as a deviant minority in physical science classes, their performance and preference for the physical sciences is reduced, perhaps because of competition and comparison with males. In all-female classes, however, girls are not a deviant minority, and therefore they are able to perform and develop preferences without inhibition. Sex-Role Stereotyping by High School Females in ScienceDuring the last fifty years, women have entered several upper-level occupations and positions from which they were once largely excluded, and their general level of involvement in the labor force has risen. However their participation in the occupations of highest ranksuch as law, medicine, college teaching, and the sciences-has not kept pace with these developments, even though social changes and technological advancement have led t o a general expansion in women's employment. The American labor force is still divided into many fields considered primarily "male" and others considered "female." One of the career fields in which women have been largely underrepresented is the scientific profession.Sex-stereotyped perceptions of careers and occupations are formed at an early age. For example, recent studies by Looft (1971) and Siege1 (1973) have found that clear occupational stereotypes are already held by first and second graders.Schlossberg and Goodman (1972) discovered the same patterns with kindergarteners and sixth graders, and Slocum and Bowles (1968) made similar findings with juniors and seniors in high school. The general development of role differences from birth to old age is extensively covered in the sociological, psychological, and educational research literature as reported by Maccoby and Jacklin (1974). Since the schools are one of our culture's basic institutions for teaching society's norms and values, it is an important area for examining the processes of female occupational choice.

Intentions of young students to enroll in science courses in the future: An examination of gender differences

“…These findings are consistent with the research claiming that there is a masculine image of science and science is perceived to be a male domain (Chambers, 1983;Johnson, 1984;Mason, 1986;Mead & Metraux, 1957;Steinkamp & Maehr, 1983;Vockell & Lobonc, 1981). The findings suggest that, in science, stereotypical patterns are in place by age 9.…”

“…As a result, females have been found to perceive science as a male domain (Chambers, 1983;Mason, 1986;Mead & Metraux, 1957;Vockell & Lobonc, 1981).…”

Competency beliefs, positive affect, and gender stereotypes of elementary students and their parents about science versus other school subjects

“…Science typically has been perceived as masculine even in children as young as kindergarten (Archer & McDonald, 1991;Chambers, 1983;Ormerod, 1975;Vockell & Lobonc, 1981). Reid and Stephens (1985) argued that gender stereotyping of occupations contributes to lower election of scientifically oriented careers by women as compared to men.…”

One Science, One Sex?

“…Evidenceofsex stereotyping exists as early as kindergarten through second grade (Gettys & Cann, 1981;Fagot, 1981;Vockell & Lobonc, 1981 (Kahle et aL, 1985) indicates that girls tend to have fewer out-of-class science experiences. The implication is that girls need to be encouraged to participate in more extracurricular science activities such as science clubs, reading books on science, and visiting science museums and scientific displays.…”