Gender Equity in Science Education
Graduation Date
Summer 2011
Document Type
Master's Thesis
Document Form
Degree Name
Master of Science
Program Name
Education
Program Director
Madeliene Peters, EdD
Abstract
The dearth of females in high-level science courses and professions is a well-documented phenomenon in modem society. Inequality in science instruction is a crucial component to the under representation of females in science. This paper provides a review of current literature published concerning gender inequality in K-12 science instruction. The existing literature suggests that the competitive nature of traditional science classrooms and the view of science as a male field of study inhibit female scientific performance.
In an effort to provide educators with guidance in creating a gender equitable science classroom, this paper documents methods, such as creating a collaborative learning environment and increasing inquiry-based opportunities, which effectively counteract the disempowerment of females in science. Identifying aspects that disempower and empower females in K-12 science classrooms should provide a context for creating improvement in the gender equity of science instruction.