Girls and Science Subjects

Introduction

Teachers aim to provide their students with the finest instruction possible while providing a conducive learning environment. Although this is the case, data indicate that girls have limited interest in science than male students, even in the same classroom (Archer et al., 2015). The repercussions of this inadequacy may be noticed in gender alterations in attitudes toward science and unequal subject enrolment rates, among other things. Girls’ attitudes toward science are more damaging than boys’, and they are less likely than males to pursue science-related subjects in high school and beyond. The discrepancies in attitudes and enrollment between men and women are not primarily the product of what occurs in the classroom, as many would argue (DeWitt & Archer, 2015). Various instructor behaviors and instructional styles, on the other hand, have been identified as factors contributing to these difficulties. These educational methods and practices are routinely utilized with the best intentions, yet they are not always practical. Girls’ negative attitudes result from this imbalance in interest in science.

How to make Girls Grow Interested in Science as teachers

Interestingly, girls show less interest in science than is the case for boys. Even girls and women who are skilled in mathematics are unlikely to pursue careers in the fields of “science, technology, engineering, and mathematics (S.T.E.M.)” (Karahan et al., 2015). Several factors influence a person’s interest in a career, including belief in one’s ability to succeed in a particular industry, culturally imposed gender roles, and ideas and values (Atwood-Blaine, & Huffman, 2017). Regarding science and math confidence, gender disparities emerge as early as middle school, when females report having less confidence in their arithmetic and scientific abilities than boys. In a similar vein, young people, particularly girls, believe that they cannot pursue certain professions because they believe they are incompatible with their gender stereotypes.

According to well-documented gender differences in the value people place on conducting work that contributes to society, women are more likely than men to favor labor with a clear social purpose. Most women (and men) who place a high value on making a social contribution do not pursue S.T.E.M. occupations because most people do not believe that S.T.E.M. employment directly impacts society or individual well-being (Cheryan et al., 2015). According to recent data, among other S.T.E.M. fields with a broader social purpose, biology, biomedical engineering, and environmental engineering have attracted higher percentages of women than physics or mechanical engineering. A teacher needs to undertake several things to ensure girls’ interest in science increases.

1. Emphasizing the positive aspects of science- The perception that math and science are only for boys should be destroyed in the minds of young girls by their teachers. In the case of female students experiencing problems with science, teachers should assist them in overcoming their obstacles in the same way they would with any other subject (Bers, 2017). Taking an active role in supporting them can be beneficial if a teacher wants to assist them with a better understanding of science concepts. However, just because a female student finds the topics challenging to comprehend does not imply that she should forsake the subject altogether. Confidence is essential for a girl’s success in science and mathematics, and it is crucial to assist her in maintaining a high level of self-assurance throughout her life. Maintaining one’s composure in the face of adversity is an essential aspect of the educational process.
2. Creating projects that inspire the interest of both girls and boys in the classroom instead of ignoring or dismissing girls’ math and science abilities, it would be preferable if science projects were assigned to them that were relevant to their interests. Some young women’s interest in mathematics or science can be piqued by a single successful attempt, while multiple successful attempts are required in other cases. Even simple toys can pique the interest of young children in science, and this is especially true for younger children. Second, increase the number of female role models in mathematics and scientific research (Barton et al., 2016). The United States Department of Commerce reported that women hold only 24 percent of STEM-related jobs. Those with S.T.E.M. degrees (science, technology, engineering, and mathematics) are most often employed in education or health care. Although the data is discouraging, it does provide an opportunity for positive change. Women who work in or have degrees in these fields should serve as role models for young girls interested in pursuing careers in math and science. Introducing young girls to a positive female role model makes it possible to maintain their interests and long-term impact on their future paths.
3. By reducing favoritism and friction in the classroom, it is possible to create a more positive environment. Observations made in class will assist you in identifying instances of these two problems. Improve the clarity of your verbal and written directions and your expectations for assignments and grading criteria to impose more structure. Present science as a subject that anyone can learn, rather than a subject only available to a select few (Baker, 2016). Please encourage your students to solve problems simply for the sake of solving them or for the satisfaction of receiving a correct answer rather than because the problem is complicated and will demonstrate their intelligence.

Implemented methods that have helped girls grow interested in science

• Grouping of Students

Multiple studies have discovered that cooperative learning groups are associated with more positive attitudes toward instruction, greater content mastery, and higher levels of self-confidence. However, when the dynamics of a group are closely examined, it is revealed that some troubling interactions are taking place in the group. Creating mixed-gender groups alone will not be sufficient to promote positive inter-gender relationships or dispel gender stereotypes, nor will simply forming such groups be sufficient. The dynamics of a group frequently serve to reinforce stereotypes (Hobbs et al., 2017). Boys will take on leadership roles, with girls following their footsteps after a few years. When speaking up in groups, females have fewer opportunities than their male counterparts. When they get the boys’ attention, their ideas are either dismissed or ignored by the older boys. In addition, according to the National Science Foundation, girls are frequently seen in stereotypical roles such as secretary, and they engage in hands-on science activities in a passive rather than active manner, according to the National Science Foundation (Kiemer et al., 2015). Assignment of tasks, seating arrangements, and gender grouping are examples of commonly used but ineffective grouping strategies when any other criterion would suffice.

Essentially, as a teacher, I have gathered my students, both girls and their male counterparts (who have demonstrated a strong understanding of science principles), to ensure that girls can steal ideas, talents, and more information about science from their male counterparts (Hobbs et al., 2017). As a teacher, such a program has aided me in ensuring that the maximum number of ladies in my classroom are engaged in science ideas, which is essential. The program is useful not only to the pupils individually but also to the general performance of the class as a whole. Several females have grown to appreciate science subjects even more due to this program, and many have achieved academic success in science. The good news is that current initiatives to cultivate young girls’ interest in certain fields are quite successful in their efforts. However, if these measures are not taken, there may be long-term consequences, even for girls pursuing a S.T.E.M. college career.

• Provision of a conducive Classroom climate

Different aspects of the classroom climate affect boys and girls, and it is essential to understand why. Friction among students, strict rules, and teacher favoritism are all detrimental to girls’ academic performance than boys’ performance (Pinkard et al., 2017). These factors in a classroom are linked to a general decline in students’ attitudes toward science. Girls’ adverse reactions to science play a role in their negative attitudes toward it. Female students are subjected to a hostile learning environment when science teachers emphasize the difficulty of the subject. In contrast to boys, girls avoid tasks that have been labeled as complex and do not return to them if they fail.

As a teacher, I have offered a conducive environment for both girls and boys, giving more attention to the girls so that I can boost their interest in science. I give more science tasks to girls, and the boys assist in ensuring they come across various science concepts. Such an idea has grilled more knowledge among girls than the boys’ equivalent in the same vicinity. Girls prefer a highly structured, teacher-controlled environment with clear directions and constant feedback from a teacher. Activities and interests that are outside of the classroom, on the other hand, are discouraged in this environment. This latter situation is exacerbated for girls, who report fewer opportunities and activities in science outside of the classroom, something I have effectively done (Kiemer et al., 2015). I have also offered an environment where girls students can approach me and seek guidance and assistance in science-related concepts.

• Teachers are bringing Role models into a classroom setting.

In the classroom, students should be exposed to positive role models. Invitations to speak about their professional and educational backgrounds are an excellent idea for female scientists. The Women and Mathematics (W.A.M.) program, the Visiting Scientist Program, and professional women’s community groups such as the Math/Science Network are all interested in sharing their expertise at your school (Pinkard et al., 2017). Teaching math and science to younger girls through peer tutoring with older female peers is possible.

Consequently, I have brought into my classroom female scientific teachers and other female visitors who have achieved success in the field of science to speak with the girls. These individuals serve as role models, demonstrating that nothing is impossible under the sun. I’ve enlisted the assistance of a variety of stakeholders who have assisted me in addressing the low morale of female students in science classes. In addition, I have served as a mentor to female students in the classroom (Kiemer et al., 2015). Furthermore, I have utilized fellow students in the classroom who serve as peer mentors to engage the females to build their confidence in science-related courses and increase their motivation. Moreover, I have identified girls who have a high interest in science to lead the park and guide the rest to build their interest in science.

• Uniform testing in science subjects

According to the study’s findings, some testing formats and materials are less effective with girls than with boys. Having their abilities tested individually or in small groups is something that girls despise going through. When asked a question with a masculine theme, such as football, girls are more likely than boys to respond with “I don’t know” than when the question is posed to boys (Lakhani et al., 2017). Therefore, teachers are turning to a uniform examination of both boys and girls to boost their morale in science.

Similarly, as a teacher, I have exposed my learners, both boys, and girls, to uniform exams to test their capability and identify the weak areas and areas that can be addressed immediately. I have noticed that girls in my classroom require immediate concern in major parts of science. I have also noted that girls have limited interest in science subjects. I have made programs that will ensure that girls are more engaged in science concepts by offering similar exams to boys though devoting more time to the girls. I have also ensured that most girls pursue S.T.E.M. occupations because most people do not believe that employment directly impacts society or individual well-being.

What else can be done to help Girls grow interested in science

Teachers must learn and comprehend the learning standards and curriculum that have been provided to cater to the welfare of the girl child and her attitude toward science. Teaching teams should collaborate on professional development, whether through outside resources related to the content being taught or through collaboration among teachers, mainly the female teachers who will act as role models in a classroom (Simon et al., 2015). Teachers should participate in some form of professional development. Teachers should take some time to sit down and plan out their year on how to engage girls who have a negative attitude and limited interest in science, including what they want to teach and when they want to teach it. For students to truly learn and understand science, teachers should incorporate science into their other subjects as much as possible. Science and engineering can be incorporated into language arts lessons through stories, writings, projects, and unit themes, among other integration methods.

Science is frequently incorporated into lessons and themes across the curriculum. If this is not the case, teachers can make plans to incorporate science-related trade books into their lessons in the future. Teachers can use S.T.E.M. activities to connect newly acquired math skills to science inquiry activities by incorporating them into their lessons. By incorporating scientific principles into projects and discussions and incorporating engineering design into projects and discussions, teachers can incorporate science and engineering concepts into their social studies lessons (Wang et al., 2017). The bottom line is that when a teacher sits down to plan out what and when they will teach in each subject, they will discover numerous opportunities to incorporate science and engineering activities into each subject area they will encounter.

References

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Bers, M. U. (2017). Coding as a Playground: Programming and computational thinking in the early childhood classroom. Routledge.

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