Gender Stereotypes in Science Education Resources: A Visual Content Analysis (original) (raw)
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Child development, 2018
This meta-analysis, spanning 5 decades of Draw-A-Scientist studies, examined U.S. children's gender-science stereotypes linking science with men. These stereotypes should have weakened over time because women's representation in science has risen substantially in the United States, and mass media increasingly depict female scientists. Based on 78 studies (N = 20,860; grades K-12), children's drawings of scientists depicted female scientists more often in later decades, but less often among older children. Children's depictions of scientists therefore have become more gender diverse over time, but children still associate science with men as they grow older. These results may reflect that children observe more male than female scientists in their environments, even though women's representation in science has increased over time.
Science Communication, 2007
Gender stereotypes in the mass media perpetuate traditional views of women that may influence children's perceptions of women in science, engineering, and technology. This study used a randomized posttest-only control group design to determine the efficacy of media literacy training on middle school–aged children's perceptions of scientists. Participants were randomly assigned to one of three conditions: discussion, discussion plus viewing of television and film clips that featured images of women, or a control. A total of 304 seventh-grade students were asked to complete the Draw-A-Scientist Test and to write down the source of information for their drawings. Across conditions, boys were more likely than girls to draw male scientists, and girls were more likely than boys to draw female scientists. Boys also were more likely to depict other stereotypes of scientists. Media sources were listed as the primary source of information for the drawings.
Frontiers in Psychology, 2021
Interest in science and math plays an important role in encouraging STEM motivation and career aspirations. This interest decreases for girls between late childhood and adolescence. Relatedly, positive mentoring experiences with female teachers can protect girls against losing interest. The present study examines whether visitors to informal science learning sites (ISLS; science centers, zoos, and aquariums) differ in their expressed science and math interest, as well as their science and math stereotypes following an interaction with either a male or female educator. Participants (n = 364; early childhood, n = 151, Mage = 6.73; late childhood, n = 136, Mage = 10.01; adolescence, n = 59, Mage = 13.92) were visitors to one of four ISLS in the United States and United Kingdom. Following an interaction with a male or female educator, they reported their math and science interest and responded to math and science gender stereotype measures. Female participants reported greater interest ...
Cultural Studies of Science Education, 2012
Young people in countries considered to be at the forefront of gender equity still tend to choose very traditional science subjects and careers. This is particularly the case in science, technology, engineering and mathematics subjects (STEM), which are largely male dominated. This article uses feminist critiques of science and science education to explore the underlying gendered assumptions of a research project aiming to contribute to improving recruitment, retention and gender equity patterns in STEM educations and careers. Much research has been carried out to understand this gender gap phenomenon as well as to suggest measures to reduce its occurrence. A significant portion of this research has focused on detecting the typical ''female'' and ''male'' interest in science and has consequently suggested that adjustments be made to science education to cater for these interests. This article argues that adjusting science subjects to match perceived typical girls' and boys' interests risks being ineffective, as it contributes to the imposition of stereotyped gender identity formation thereby also imposing the gender differences that these adjustments were intended to overcome. This article also argues that different ways of addressing gender issues in science education themselves reflects different notions of gender and science. Thus in order to reduce gender inequities in science these implicit notions of gender and science have to be made explicit. The article begins with an overview of the current situation regarding gender equity in some so-called gender equal countries. We then present three perspectives from feminist critiques of science on how gender can be seen to impact on science and science education. Thereafter we analyze recommendations from a contemporary research project to explore which of these perspectives is most prevalent.
International Journal of Science Education, 2021
The gender gap in post-compulsory science education remains a key concern for educators and policy makers in many countries. Over the last two decades significant effort has been placed in a number of initiatives aimed not only at raising the profile of science in schools, but also at widening female participation, especially in the physical sciences. Frustratingly, despite these initiatives, the rate of female participation in science has typically remained below that of males. Although many reasons have been advanced to explain this, visual representations in school science textbooks remain under-researched. Against a background of androcentrism and gender disparity in the Jamaican education system, this article examines the extent to which visual representations in a widely used school science textbook reinforce or ameliorate gender stereotypes. Using content analysis and the social semiotic theory of Kress and van Leewen (2006) in Reading images: The grammar of visual design, images in a commonly used Jamaican Year 7 science textbook were analysed. The results indicate that the textbook presents implicit support for gender-biased messages, though in ways that are more subtle than might be supposed. There were a number of ways in which the images did not favour males over females but there were also other ways in which males were more likely to be portrayed as competent, powerful and in high-status ‘positions’, while females were more likely to be depicted in inferior situations. Such gender representations may affect how science students see themselves in relation to science, and what they perceive as normal and desirable for males and females.
Journal of Elementary Science Education, 2002
This study explored the effectiveness of bringing female scientists into the elementary classrooms on promoting changes in the stereotypical images of scientists. Qualitative and quantitative data were collected and analyzed to illuminate changes in stereotypical images of scientists. Results indicate that despite the efforts of the scientists to encourage the students to question their image of a scientist, the students held on to stereotypical images. Instead, the students questioned the true identity of the scientists, categorizing them as teachers. The results led to questions of the strength of the image and the extent of efforts needed for students to question that image.
Gender stereotypes in preschoolers’ image of scientists
European Early Childhood Education Research Journal, 2019
This paper examines how children aged 6-7, see scientists. By combining the data collected through the analysis of the drawings (Draw-a-scientist-test) and interviews, it was established that boys are more inclined to expressing gender stereotypes about scientists and showing them in their pictures. Among other stereotypical elements referring to scientists, formerly established in other studies, the most observable ones among considered preschoolers refer to the presence of the following: a lab coat, eyeglasses, scientist's messy hair, and activity related to the field of natural sciences. The significance of this kind of research lies in getting a more complete view on children's image of scientists through the analysis of data obtained by means of two instruments, and in the possibility of developing adequate approaches in preschool teachers' work that could help reduce preschoolers' stereotypical views of science and scientists.