The State of Gender Representation in Physics in Federal College of Education, Pankshin-Nigeria

Josiah, Macmillan Mafulul

doi:10.5901/ajis.2013.v2n10p93

Cited by 3 publications

(3 citation statements)

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“…It is likely that the continual production and reproduction of gender inequality and inequity as stereotypes in the science and science education sectors have promoted gender discrimination and unfairness to access, enrolment, curriculum content, teaching and learning etc. Also, the gendered choices of careers, administrative policies and workforce in science and science education classroom in Nigeria could be the consequence of socialization (Eboiyehi, Fayomi, & Eboiyehi, 2016;Josiah, 2013;Makama, 2013). In this sense, I argue that the historical, sociocultural and institutional socialization process influence educators' and pre-service teachers' gender roles reinforcing stereotypic practices and inequality in science classes.…”

Section: Gender Inequalities and Stereotypic Practices In The Nigeria...mentioning

confidence: 93%

“…Most of the previous gender research conducted in Nigeria utilised quantitative methods that focused on underachievement, enrolment, participation, and performance of average scores of male and female students, particularly pre-service teachers in physical and life sciences (Akinsowon & Osisanwo, 2014;Jacob, Ighodalo, Justine, & Oteh, 2012). For example, Josiah (2013), using a questionnaire, argues that there is persistent underachievement and representation of females in physics in a Nigerian college of education, while other researchers argue for the lack of participation and performance of females in science subjects in universities and colleges of education in Nigeria by relying on quantitative knowledge generation. These data do not provide rich descriptions of the interwoven gender ideology, sexuality, and power relations to highlight the gender challenges experienced by student and educators.…”

Section: Background and Context Of The Studymentioning

confidence: 99%

“…There are though several studies that have been conducted to explore the beliefs and understanding of science educators about gender stereotypes, and inequality in science education (Taiwo, 2017;Chikunda, 2010;Molestane & Reddy, 2011). These have mostly been conducted with primary school teachers and pre-service teachers in colleges of education; the prevailing focus though is on students' performances rather than on the power relations, patriarchy and heterosexism that influence colleges of education settings (Josiah, 2013;Kola & Taiwo, 2014). Thus, the rationale for the study is the scarcity of research on gender stereotypes and sociocultural reproductions with regards to Nigerian educational contexts for science educators and pre-service teachers.…”

Section: Rationale For the Studymentioning

confidence: 99%

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Exploring science educators’ reproduction and subversion of gender stereotyping in a College of Education in Nigeria.

Allu

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The cultural production and reproduction of discriminatory gender practices in education and in society has been a global and local concern, thus attracting attention in current debates. Therefore, knowledge theorization aims at questioning and interrogating the socio-historical and patriarchal gender practices in the 21st century. A global transformation of gender may be one of the vital paths to empowering woman and the marginalized in education. In this study, gender equity, which is a process of attaining equality, is obstructed by socio-cultural relations of power, linked to discrimination, domination and entrenched stereotyping in society and is particularly now a focus too in science and science education. Science has been considered a male domain; a liberal feminist analysis views the space of women in science and science education as emanating from a long history of oppression of females in a patriarchal society. Therefore, orientations related to patriarchy, sexuality and culture currently dictate classroom engagements in science education, which impacts on student’s intellectual and career progress. However, an exposure to the impact of gender stereotype and inequality in science education is a possibility towards the intellectual, political, and economic transformation of females. This study explores six Nigerian science educators’ reproduction and subversion of gender stereotyping in physical and life sciences classes and is located within the critical interpretive paradigm. The research methodology comprised qualitative methods using questionnaire, interviews, classroom observations, reflective journals, and collective reflections. A qualitative case study research design was used for the study. Then, I used purposive and convenience sampling techniques to select six experienced science educators with heightened gender awareness in a college situated in North Central Nigeria where the study was conducted. The narrative method employed captures the selection and experiences of science educators and allowed for a nuanced understanding of educators’ views about gender stereotype reproduction and subversion. The data were analyzed for themes using gender lens of Critical Theory (CT), Critical Feminist Reproduction Theory (CFRT) and Critical Consciousness Theory (CCT) regarding cultural production and reproduction and gender transformation. The findings reveal that the construct ‘gender’ is indeed social construction, repeated acts linked to identity construction of male and female science educators. In this study, educators in physical and life sciences classes are shown to implicitly and/or explicitly reproduce gender stereotypes, but sometimes to subvert discrimination, consciously and unconsciously. Furthermore, educators, especially the male pre-service teachers, collude to stereotype female pre-service teachers. Also, female pre-service teachers are equally complicit in their own oppression. It appears the science educators, male and female pre-service teachers are not explicitly aware of their complicit gender stereotyping roles in science education during teaching and learning engagements. It was observed that female pre-service teachers are often overtly deterred from participating in the science education space. The unconscious and conscious actions of stereotyping by educators towards their female pre-service teachers are likely to reinforce multiple oppressions in their charges that will impact their future teaching and gendered roles in class. A pedagogic transformative gender model of enabling a contradictory, transformative and political college space for science educators and pre-service teachers to negotiate power differentials for a new social gender order is then proposed for collective action.

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Section: Gender Inequalities and Stereotypic Practices In The Nigeria...mentioning

confidence: 93%

Section: Background and Context Of The Studymentioning

confidence: 99%

Section: Rationale For the Studymentioning

confidence: 99%

See 1 more Smart Citation

Exploring science educators’ reproduction and subversion of gender stereotyping in a College of Education in Nigeria.

Allu

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Effectiveness of Polya Problem-Solving and Target-Task Collaborative Learning Approaches in Electricity Amongst High School Physics Students

Olaniyan

Govender

2018

JBSE

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This research reports on the effectiveness of Polya Problem-Solving and Target-Task collaborative learning approaches in electricity amongst high school physics students. It also includes a gender focus. It was an experimental research with a pre-test post-test control group design. The experimental groups were exposed to Polya Problem-Solving approach and Target-Task collaborative learning approach while the control group were exposed to conventional teaching. A total of 180 students were selected and divided equally into three groups, 60 (male adolescent and female adolescent) each. The students were initially pre-tested, followed by teaching and learning in electricity using the treatments, and finally they were post-tested using the Performance Test in Current Electricity (PTCE). Data were analyzed quantitatively with descriptive statistics and ANCOVA, and the research hypotheses were tested at .05 alpha level of significance. The research confirmed that both the treatments, Polya Problem-Solving and Target-Task collaborative learning approaches enhanced the performance of the students based on gender and scoring abilities compared with the conventional teaching. Keywords: collaborative learning, conventional teaching, gender, performance, physics students’, Polya problem-solving, target-task.

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Cultural Production, Reproduction and Subversion of Gender Stereotyping among Pre-Service Science Teachers: Insights from Science Educators

Allu

Govender²,

Arthur³

2022

Education Sciences

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We perceive contestations between science, education and women’s engagement and have raised disruptions in their act of knowing and mobility in science education. This study explored science educators’ views, beliefs and actions of reproduction and subversion of gender stereotyping at a teacher education college in Nigeria. Six science educators were selected based on comprehensive gender information that facilitated conduction of the study. The six educators were purposively selected out of 11 educators who completed and returned the questionnaire. A qualitative approach and case study framed the research using instruments such as questionnaires, interviews, and classroom observation schedules. Thematic analysis and coding were done. Educators consciously and unconsciously reproduced gender stereotypes beliefs and practices. Educators explicitly and implicitly engaged in unequal distribution of cognitive activities amongst pre-service teachers influenced by their practice of cultural norms and patriarchal ideology. The findings revealed multiple oppressions females faced, contradictory science classrooms, and political and democratic classroom space for negotiating and renegotiating discriminatory classroom beliefs, perception and views of educators during science engagements. However, several possibilities such as political advocacy, productive activism and transformative resistance for educators to re-negotiate discriminatory gendered space through constructive gender equality awareness for freedom and intellectual growth in science education could be emancipatory possibilities.

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The State of Gender Representation in Physics in Federal College of Education, Pankshin-Nigeria

Cited by 3 publications

References 1 publication

Exploring science educators’ reproduction and subversion of gender stereotyping in a College of Education in Nigeria.

Exploring science educators’ reproduction and subversion of gender stereotyping in a College of Education in Nigeria.

Effectiveness of Polya Problem-Solving and Target-Task Collaborative Learning Approaches in Electricity Amongst High School Physics Students

Cultural Production, Reproduction and Subversion of Gender Stereotyping among Pre-Service Science Teachers: Insights from Science Educators

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