Abstract
It is irresponsible to assume that students will be able to resist the prejudices that are inherent in society, but it also seems as though things are progressing for the better in many ways. Young women are still not choosing math and science at the same rate as young men, but their perceptions of the sciences are improving significantly. Desy et al. (2011), Sorge (2007) and Shepardson and Pizzini (1994) utilize different strategies to examine the issue of female gender representation in sciences, as well as the issue of age and perception towards women in sciences. The Desy et al. (2011) study suggests that high School males had a more favorable attitude toward science but middle school data shows little difference in male & female interest in science. The researchers were attempting to examine the connection between what the female students reported in the study and their choice of major in college or university; even the young women who scored high experienced high levels of anxiety in math and science classrooms (Desy et al., 2011). The fundamental questions that are asked by Desy et al. (2011), Sorge (2007) and Shepardson and Pizzini (1994) all revolve around the perception of science to young adolescents.
The sophistication of the research varies based on time frame, and the Shepardson and Pizzini (1994) study remains the most suspect in terms of applicability of conclusions because of the age of the data; the more current studies suggest incremental yet fundamental changes in the perceptions of female and male adolescents regarding women in science.
The studies that have been completed regarding women in science are numerous, and each approach the topic in a different manner. Some have determined that teacher involvement is very important for women in science, while others do not investigate this part of the issue; much of the research agrees, however, that young adolescent women experience a different experience in the science classroom than their male counterparts (Desy et al., 2011; Sorge, 2007; Shepardson & Pizzini, 1994). It is suggested that women and girls experience more anxiety insofar as sciences are concerned, although they achieve similar or greater scores in math and science in middle school and high school (Desy et al., 2011). The underlying emotional issues associated with math and science education are extensively detailed in Desy et al. (2011).
The Desy et al. (2011) study suggests that high School males had a more favorable attitude toward science but middle School data shows little difference in male & female interest in science. The researchers were attempting to examine the connection between what the female students reported in the study and their choice of major in college or university; even the young women who scored high experienced high levels of anxiety in math and science classrooms (Desy et al., 2011). However, teacher involvement and encouragement in the student’s life and academics also had a positive impact on female students and their choices to go into math or science for a college major (Desy et al., 2011). Desy et al (2011) use statistical analysis of quantitative data and survey results to determine the links discussed; the statistical analysis produced a number of convincing and useful concepts for the idea of women in the sciences or women in mathematics fields.
The work is extremely useful, because it is a way of quantifying young women’s feelings about math and science.
Shepardson and Pizzini (1994) suggest that no gender effect existed for student perception toward science activities. However, the information obtained in the Desy et al. (2011) survey was much more recent, and focused on the internal feelings of the girls, which makes the Desy et al. (2011) study slightly more useful for research purposes—it is very possible that things could have changed significantly in the previous decade. Indeed, the results in Shepardson and Pizzini (1994) indicate no difference between boys and girls at the knowledge level, but boys perform at higher proficiency levels, but Desy et al. (2011) suggest that females feel they perform better (Desy et al., 2011). This reflects a clear change in the perception of females and males in science, even over a short period of time; although there are still problems with representation, it seems as though women are progressing in math and science from year to year. The Desy et al. (2011) article is the strongest in regards to the gender differences in science. It enlists an extremely integrative approach to understanding the gender differences that exist in the scientific community. In addition, the statistical analysis completed by the researchers is more extensive than that conducted by Sorge (2007), as it examines multiple facets of the problem rather than approaching the issue in a singular manner.
One of the most important things that both reports note, interestingly, is that the younger children note less different (and demonstrate less difference) in the realm of science and math achievement. Sorge (2007) also indicates that the relationship between age and attitude towards science achievement was very significant for individual students, and for students of different genders. Interestingly, Sorge (2007) also notes that there was no recovery of previous higher levels of science attitude in the later middle school years—demonstrating that the fundamental backbone of the Desy et al. (2011) study is correct.
References
Desy, E. A., Peterson, S. A., & Brockman, V. (2011). Gender Differences in Science-Related Attitudes and Interests among Middle School and High School Students. Science Educator, 20(2), 23-30.
Shepardson, D. P., & Pizzini, E. L. (1994). Gender, achievement, and perception toward science activities. School Science and Mathematics, 94(4), 188-193.
Sorge, C. (2007). What Happens? Relationship of Age and Gender with Science Attitudes from Elementary to Middle School. Science Educator,16(2), 33-37.
