Creating an equitable climate in the science classroom with a focus on gender differences
This capstone study investigates gender equity in science education, the prevalence of gender biased teacher-student interactions, and factors that contribute to this issue. Past research is cited to show that teachers' normal methods of instruction have exhibited gender bias in the classrooms. This study was undertaken to discover if there is gender bias practiced in a small, rural school's science classrooms. The findings for this study resulted from coded interactions which occurred between the teachers and the students. Results of a questionnaire and videotapes of classroom participations were analyzed to draw conclusions about the prevalence of gender bias in the science classrooms of grades 7-12 in Barnum High School. The results of this study suggest that males continue to receive more teacher attention and interaction than females in the typical science classroom situations.
Bird, Sandra, "Creating an equitable climate in the science classroom with a focus on gender differences" (2007). School of Education Student Capstone Theses and Dissertations. 1011.