Girls and science: A review of four themes in the science education literature

Authors

  • Jennie S. Brotman,

    Corresponding author
    1. Department of Mathematics, Science & Technology, Teachers College, Columbia University, 525 West 120th Street, Box 210, New York, New York 10027
    • Department of Mathematics, Science & Technology, Teachers College, Columbia University, 525 West 120th Street, Box 210, New York, New York 10027
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  • Felicia M. Moore

    1. Department of Mathematics, Science & Technology, Teachers College, Columbia University, 525 West 120th Street, Box 210, New York, New York 10027
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Abstract

Despite valuable syntheses of the field of gender and science education, there has not been a systematic, comprehensive review of the literature on gender and science education in recent years. We examine the literature pertaining to girls' engagement in science and develop four themes (equity and access, curriculum and pedagogy, the nature and culture of science, and identity) that we believe provide a coherent picture of the different kinds of approaches happening currently, while at the same time allowing for discussion of how ideas in the field have progressed and changed over time. We present new questions and approaches for further research that arise when applying insights from these themes to ongoing work in gender and science education. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 971–1002, 2008

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