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Author: Kim Tolley
Publisher: Routledge
ISBN: 1135339279
Category : Education
Languages : en
Pages : 308
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Book Description
The Science Education of American Girls provides a comparative analysis of the science education of adolescent boys and girls, and analyzes the evolution of girls' scientific interests from the antebellum era through the twentieth century. Kim Tolley expands the understanding of the structural and cultural obstacles that emerged to transform what, in the early nineteenth century, was regarded as a "girl's subject." As the form and content of pre-college science education developed, Tolley argues, direct competition between the sexes increased. Subsequently, the cultural construction of science as a male subject limited access and opportunity for girls.
Author: Kim Tolley
Publisher: Routledge
ISBN: 1135339279
Category : Education
Languages : en
Pages : 308
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Book Description
The Science Education of American Girls provides a comparative analysis of the science education of adolescent boys and girls, and analyzes the evolution of girls' scientific interests from the antebellum era through the twentieth century. Kim Tolley expands the understanding of the structural and cultural obstacles that emerged to transform what, in the early nineteenth century, was regarded as a "girl's subject." As the form and content of pre-college science education developed, Tolley argues, direct competition between the sexes increased. Subsequently, the cultural construction of science as a male subject limited access and opportunity for girls.
Author: Kimberly Tolley
Publisher: Turtleback
ISBN: 9780613911634
Category :
Languages : en
Pages :
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Book Description
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Author: Anna Callender Brackett
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 490
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Book Description
![American Women of Science Since 1900 [2 Volumes] PDF](https://books.google.com/books/content/images/frontcover/gPGZJ_YuMwgC?fife=w80-h100)
Author: Tiffany K. Wayne
Publisher: ABC-CLIO
ISBN: 1598841580
Category : Biography & Autobiography
Languages : en
Pages : 1226
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Book Description
This reference source boasts some 500 entries of American women scientists whose major contributions occurred after 1900. Although updated and expanded, this two-volume set is largely based on Martha Bailey's two American Women in Science biographical dictionaries (CH, Apr'99, 36-4237; CH, Dec'94, 32-1850). However, Wayne (independent scholar) includes only professional scientists or science educators, thereby excluding women who may have contributed to science in other ways. Preceding the alphabetical entries are two introductory sections. One discusses issues related to women in science, and the other provides a brief introduction to each discipline. Each biographical entry is approximately one page and includes the scientist's education, professional experience, and concurrent positions. One or two suggestions for further reading are listed with most entries, but references are not. To compare this title with other relatively recent works, The Biographical Dictionary of Women in Science, edited by M. Ogilvie and J. Harvey (CH, Feb'01, 38-3076) includes only 9 of the 70 women with surnames beginning with "A" or "B" that are in Wayne's set; only 5 of 70 are included in Notable Twentieth-Century Scientists, edited by E. J. McMurray, J. K. Kosek, and R. M. Valade (CH, Mar'95, 32-3652). This set is valuable for its unique content and compilation of biographies based on a specific gender, nationality, and time period. Summing Up: Highly recommended. Lower-level undergraduates through graduate students. Lower-division Undergraduates; Upper-division Undergraduates; Graduate Students. Reviewed by D. M. Braquet.
Author: UNESCO
Publisher: UNESCO Publishing
ISBN: 9231002333
Category :
Languages : en
Pages : 82
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Book Description
This report aims to 'crack the code' by deciphering the factors that hinder and facilitate girls' and women's participation, achievement and continuation in science, technology, engineering and mathematics (STEM) education and, in particular, what the education sector can do to promote girls' and women's interest in and engagement with STEM education and ultimately STEM careers.
Author: Michael Papadimitriou
Publisher: Trafford Publishing
ISBN: 1412226228
Category : Education
Languages : en
Pages : 216
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Book Description
What Girls Say About Their Science Education Experiences describes the science education experiences of 12 young ladies enrolled in advanced science courses in a Southeast Texas High School. What Girls Say... includes profiles of each girl and topical chapters dealing with generalizations about the key elements of experience that the girls illuminated. Also, a detailed review of the current literature related to girls and science is provided. The strength of the text lies in the use of the participants. words to describe their own experiences. Unfortunately, despite over 30 years of research related to gender and science education, females still are underrepresented in some upper-level high school science courses, particular college science curricula and majors, and many scientific careers. While boys and girls enter school with equal ability, girls are marginalized in science and math to the point that they trail males in science interest and participation by graduation time. However, such differences have decreased. While attitudes, achievement levels, and the other components of "the science education experience" have been quantitatively examined, very little qualitative analysis exists to describe the educational experience of females in American high school classrooms from the perspective of the student. A description of this phenomenon as constructed through the experiences of female students represents a worthy pursuit. This book represents an attempt to describe this phenomenon as constructed through the experiences of female students. Very simply, the purpose of this book was to describe the essential elements of the current science education experience as constructed by female physics and advanced chemistry students. The construct of science education experience for females included perceived (a) affective attitudes, (b) achievement and success, (c) ability, (d) cultural factors, (e) social-psychological factors, (f) interpersonal factors, and (g) instructional/teacher factors. All of these topics are addressed in What Girls Say About Their Science Education Experiences.
Author: Thomas A. DiPrete
Publisher: Russell Sage Foundation
ISBN: 1610448006
Category : Social Science
Languages : en
Pages : 296
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Book Description
While powerful gender inequalities remain in American society, women have made substantial gains and now largely surpass men in one crucial arena: education. Women now outperform men academically at all levels of school, and are more likely to obtain college degrees and enroll in graduate school. What accounts for this enormous reversal in the gender education gap? In The Rise of Women: The Growing Gender Gap in Education and What It Means for American Schools, Thomas DiPrete and Claudia Buchmann provide a detailed and accessible account of women’s educational advantage and suggest new strategies to improve schooling outcomes for both boys and girls. The Rise of Women opens with a masterful overview of the broader societal changes that accompanied the change in gender trends in higher education. The rise of egalitarian gender norms and a growing demand for college-educated workers allowed more women to enroll in colleges and universities nationwide. As this shift occurred, women quickly reversed the historical male advantage in education. By 2010, young women in their mid-twenties surpassed their male counterparts in earning college degrees by more than eight percentage points. The authors, however, reveal an important exception: While women have achieved parity in fields such as medicine and the law, they lag far behind men in engineering and physical science degrees. To explain these trends, The Rise of Women charts the performance of boys and girls over the course of their schooling. At each stage in the education process, they consider the gender-specific impact of factors such as families, schools, peers, race and class. Important differences emerge as early as kindergarten, where girls show higher levels of essential learning skills such as persistence and self-control. Girls also derive more intrinsic gratification from performing well on a day-to-day basis, a crucial advantage in the learning process. By contrast, boys must often navigate a conflict between their emerging masculine identity and a strong attachment to school. Families and peers play a crucial role at this juncture. The authors show the gender gap in educational attainment between children in the same families tends to be lower when the father is present and more highly educated. A strong academic climate, both among friends and at home, also tends to erode stereotypes that disconnect academic prowess and a healthy, masculine identity. Similarly, high schools with strong science curricula reduce the power of gender stereotypes concerning science and technology and encourage girls to major in scientific fields. As the value of a highly skilled workforce continues to grow, The Rise of Women argues that understanding the source and extent of the gender gap in higher education is essential to improving our schools and the economy. With its rigorous data and clear recommendations, this volume illuminates new ground for future education policies and research.
Author: Kimberley F. Higgins Tolley
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 490
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Book Description
Author: Sandra Hanson
Publisher: Temple University Press
ISBN: 1592136230
Category : Education
Languages : en
Pages : 225
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Book Description
Following African American women who "swim against the tide" in the white male science education system.
Author: George DeBoer
Publisher: Teachers College Press
ISBN: 0807778095
Category : Education
Languages : en
Pages : 424
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Book Description
By allowing key scientists, researchers, professors, and classroom teachers of science to speak for themselves through their published writings about what is best and needed for the field, Dr. DeBoer presents a fascinating account of the history of science education in the United States from the middle of the 19th century to the present. The book relates how science first struggled to find a place in the school curriculum and recounts the many debates over the years about what that curriculum should be. In fact, many of what we consider modern ideas in science education are not new at all but can be traced to writings on education of one hundred years ago. The book is aimed at all those interested in science education: classroom teachers and science education leaders concerned about the historical justification of the goals and strategies proposed for the field. The book should be enjoyed not only by the researcher but also by anyone curious about just how curriculum is decided upon and implemented on a national scale. “This is without question the finest book of its kind on the market. It deserves to be widely read by current and future science teachers, supervisors, science education faculty in colleges and universities, curriculum developers, and program officers in funding agencies.” —The Science Teacher “Adds a significant dimension to the history of American schooling and curriculum.” —History of Education Quarterly
