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Intentions of young students to enroll in science courses in the future: An examination of gender differences

1999; Wiley; Volume: 83; Issue: 1 Linguagem: Inglês

10.1002/(sici)1098-237x(199901)83

1098-237X

Stephen J. Farenga, Beverly A. Joyce,

Career Development and Diversity

Science EducationVolume 83, Issue 1 p. 55-75 Intentions of young students to enroll in science courses in the future: An examination of gender differences Stephen J. Farenga, Corresponding Author Stephen J. Farenga [email protected] School of Education Dowling College, Idle Hour Boulevard, Oakdale, NY 11769-1999School of Education Dowling College, Idle Hour Boulevard, Oakdale, NY 11769-1999Search for more papers by this authorBeverly A. Joyce, Beverly A. Joyce School of Education Dowling College, Idle Hour Boulevard, Oakdale, NY 11769-1999Search for more papers by this author Stephen J. Farenga, Corresponding Author Stephen J. Farenga [email protected] School of Education Dowling College, Idle Hour Boulevard, Oakdale, NY 11769-1999School of Education Dowling College, Idle Hour Boulevard, Oakdale, NY 11769-1999Search for more papers by this authorBeverly A. Joyce, Beverly A. Joyce School of Education Dowling College, Idle Hour Boulevard, Oakdale, NY 11769-1999Search for more papers by this author First published: 12 January 1999 https://doi.org/10.1002/(SICI)1098-237X(199901)83:1 3.0.CO;2-OCitations: 66AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat Abstract This study examined young students' perceptions of gender-appropriate science courses. The sample consisted of 427 students in grades 4, 5, and 6, between the ages of 9 and 13. Students completed the Course Selection Sheet (CSS) to choose courses for themselves and members of the opposite gender. A psychosocial framework was offered to explain the differential course selection patterns between young boys and girls. The study reveals a strong gender effect pointing toward stereotypical perceptions of selected science courses for oneself (p ≤ 0.01). When students selected science courses for the opposite gender, the evidence of gender-role stereotypes was even greater (p < 0.000). Course selection profiles imply that a reciprocal relationship exists in the number and kind of courses selected by girls and boys. A detailed analysis suggests that both boys and girls perceive physical science and technology-related courses as appropriate subjects for boys to study and life sciences as appropriate subjects for girls to study. Surprisingly, students' future science course selections resemble current enrollment data of master's and doctoral candidates. The students' perceptions of science are seen years prior to the actual encounter with the science courses listed on the course selection menu. These findings question the auspiciousness of programs designed to ameliorate gender differences in science during junior or senior high school years. Suggestions for school curriculum development and the importance of informal science experiences were examined. © 1999 John Wiley & Sons, Inc. Sci Ed 83:55–75, 1999. References Archer, J., & Lloyd, B. (1982). Sex and gender. New York: Pelican. Google Scholar Baird, J. H., Lazarowitz, R., & Allman, V. (1984). Science choices and preferences of middle and secondary school students in Utah. Journal of Research in Science Teaching, 21, 47–54. 10.1002/tea.3660210106 Web of Science®Google Scholar Baker, D. (1990, April). Gender differences in science: Where they start and where they go. Paper presented at the meeting of the National Association for Research and Science Teaching, Atlanta, GA. 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