Abstract:

Compared to their male counterparts, disproportionately fewer female students go on to take advanced or elective science at the secondary school level.  Consequently, disproportionately fewer women pursue university degrees or careers in mathematics, science and engineering.  Although more female students are taking elective secondary school math and science courses, these disproportions remain significant.  Based on a comprehensive survey of research and field reports, this paper outlines and evaluates the theory and methodology behind attempts -- particularly those emphasizing reading and writing skills -- to meet the specific needs of female students and asserts that addressing gender inequity is a “win-win” for teachers who desire to enhance education for all students. (more)