Journal of Research in Science Teaching · 1995 · 289 citations · 23 references
EducationPsychologyScience EducationScience InstructionSecondary Science EducationWomen's StudiesGender DevelopmentGirls' EducationWomen In ScienceWomen's EducationCareer Exploration In ScienceGender In ScienceGirls In Stem EducationProfessional CareersPsychological Needs SatisfactionSocial ContextStem Participation Of GirlsStudent Note-taking
The study aims to identify factors influencing girls’ choice of science. Forty girls in grades 2–11 were interviewed with a semistructured protocol about science attitudes, support, and teaching, asked to respond as boys, and responses were analyzed using a framework of women’s affective and psychological needs. Girls were self‑confident, supportive of women in science, preferred interactive social learning, and those pursuing science careers were motivated by positive affective experiences with loved ones and a desire to help.
Abstract The purpose of this study was to try to determine what influences girls to choose science. Forty girls were interviewed in Grades 2, 5, 8, 11 using a semistructured protocol. The interview focused on feelings about science, science careers, peer and parental support, and how science is taught. To determine whether their responses were based on gender, each girl was asked to respond to questions as if she were a boy. The girls were highly self‐confident and positive about science. All of the girls took a strong equity position and asserted that women can and should do science. The girls liked learning science in an interactive social context rather than participating in activities that isolated them such as independent reading, writing, or note taking. Those who chose science careers were drawn to them because of strong affective experiences with a loved one and a desire to help. The interviews were analyzed through the framework of women's affective and psychological needs.
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