Gender Ratios in High School Science Departments: The Effect of Percent Female Faculty on Multiple Dimensions of Students' Science Identities

Autor/inn/en	Gilmartin, Shannon; Denson, Nida; Li, Erika; Bryant, Alyssa; Aschbacher, Pamela
Titel	Gender Ratios in High School Science Departments: The Effect of Percent Female Faculty on Multiple Dimensions of Students' Science Identities
Quelle	In: Journal of Research in Science Teaching, 44 (2007) 7, S.980-1009 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20179
Schlagwörter	Gender Bias; Majors (Students); Females; Women Faculty; Science Interests; Science Teachers; Science Departments; Role Models; Gender Differences; Engineering; High Schools; Statistical Analysis; Self Concept; Measures (Individuals) + Suchen Sie Ihr Suchwort? Geschlechterstereotyp; Weibliches Geschlecht; Frauenakademie; Weibliche Gelehrte; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Identifikationsfigur; Geschlechterkonflikt; Maschinenbau; High school; Oberschule; Statistische Analyse; Selbstkonzept; Messdaten
Abstract	To examine how school characteristics are tied to science and engineering views and aspirations of students who are underrepresented in science and engineering fields, this mixed-methods study explores relationships between aspects of students' science identities, and the representation of women among high school science teachers. Quantitative analyses tested the hypothesis that percent female faculty would have a positive effect on girls' science interests, and perceptions in particular, given the potentially greater availability of women role models. Findings indicate that percent female science faculty does not have an effect on a range of science measures for both male and female students, including the ways in which they understand scientific practice, their science self-concept, and their interest in science-related college majors. As qualitative data demonstrate, this could reflect practical constraints at schools where female faculty are concentrated and narrow perceptions of science teachers and "real" science. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10