Teaching elementary science methods to women: A male professor's experience from two perspectives

Abstract

This is an action research study using an N of one (a case study) from the theoretical stance of symbolic interaction. This study of one male science education professor's experience teaching elementary science methods to females is told from two perspectives: the perspective of the professor and of a female coresearcher. In this study, the coresearchers present their perspectives of studying the gender difference between the male professor and his female elementary science method students and the attempts he makes to implement gender inclusive pedagogy. Discussion focuses on what each has learned through this study of examining the professor's practice as he takes action to improve the teaching and learning in his science method classes predominately populated by women. A key implication from this study is the assertion that male science methods professors have a special obligation to break the cycle of inequity in science teaching and learning for females by taking action to foster a female-friendly classroom climate and to encourage females to become engaged in class conversations and activities. However, professors should be aware that both female and male elementary teachers socialized in a system privileging men may not value efforts, or may even actively resist efforts to promote gender-inclusive science education during science methods. © 1998 John Wiley & Sons J Res Sci Teach 35: 919-949, 1998. This study of one science education professor's experience teaching elementary science methods to women is told from two perspectives: the perspective of the male college professor and of his female coresearcher. In both perspectives, the teacher candidate voices in the professor's science methods class are instrumental in constructing insights. Like many studies of teaching, this study offers the promise of providing insight into current teaching practice in one specific case and into understanding the larger cultural context in which it is embedded. Purpose and Relevant BackgroundIn this study, the gender difference between the male professor and his female elementary teacher candidates was of prime interest. A preponderance of research documents the persistent underrepresentation of women in science coursework and careers. A corresponding body of literature seeks to document the role of precollegiate science courses on female participation and JOURNAL

Practitioner Research and Gender-Inclusive Science Education: Reply to Atwater

“…I interpret Atwater's (2000) comments on our study as an opportunity to revisit our methodological decisions reported in McGinnis and Pearsall (1998), and the role practitioner research can play in encouraging us to reflect on our teaching practices in science methods of all teacher candidates [see Anderson and Kerr (1999) for a comprehensive review of practitioner research and its emerging role throughout educational research]. The central point made by Atwater regarding the articles in the JRST October 1998 issue is that from her perspective, "gender has become a code word in science education that refers to White females' ideas" (Atwater, 2000, p. 387).…”

“…In seeking to find evidence for this assertion, Atwater examines the ways the samples in the studies are described. In citing McGinnis and Pearsall (1998) Atwater states that we identified our sample in this manner: "participants were selected along the criteria of being representative of the females in the larger sample in perspective, background, and in ethnicity" (McGinnis & Pearsall, 1998, p. 923). However, what Atwater does not quote is our additional description of the sample as reported on page 929: "Ethnic diversity in the females included three African Americans and one Asian.…”

“…Finally, as I write this piece (September 1999), I notice that it has been over 4 years since I taught the elementary science methods class featured in McGinnis and Pearsall (1998), and 2 years since the McGinnis, Tobin, and Koballa (1997) NARST session. In rereading McGinnis and Pearsall (1998), I see aspects that no longer apply to my context.…”

“…In rereading McGinnis and Pearsall (1998), I see aspects that no longer apply to my context. Conversely, I see much that still does.…”

“…2 Margorie Pearsall, coauthor of "Teaching elementary science methods to women: A male professor's experience from two perspectives" (McGinnis & Pearsall, 1998), was unavailable to contribute to this comment.…”