Girls' Participation in Science Education: Structural Limitations and Sustainable Alternatives

Autor/inn/en	Fussy, Daniel Sidney; Iddy, Hassan; Amani, Jaquiline; Mkimbili, Selina Thomas
Titel	Girls' Participation in Science Education: Structural Limitations and Sustainable Alternatives
Quelle	In: International Journal of Science Education, 45 (2023) 14, S.1141-1161 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fussy, Daniel Sidney) ORCID (Amani, Jaquiline)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2023.2188571
Schlagwörter	Science Education; Females; Student Participation; Secondary School Students; Foreign Countries; Disproportionate Representation; Sustainability; Barriers; Student Motivation; Tanzania + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Weibliches Geschlecht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Sekundarschüler; Ausland; Nachhaltigkeit; Schulische Motivation; Tansania
Abstract	Efforts to attract and retain women in science are increasing, yet girls and women are persistently underrepresented in science education worldwide, limiting their preparation for, access to, and opportunities in science-related careers as adults. Based on qualitative research conducted in six secondary schools in Tanzania and informed by UNESCO's Ecological Framework for Female Participation in Science, this study explored structural limitations and sustainable alternatives to girls' participation in science education. The study identified a number of structural limitations, including the dominance of patriarchal ideologies about science, the lack of female science teachers, inadequate resources for science learning and heavy domestic workloads. Similarly, increasing the supply of teaching and learning resources, motivating female students to study science, and raising awareness among students, teachers, parents and community members of the importance of girls' participation in science education were identified as key sustainable alternatives. Overall, interventions to address cultural and social norms related to gender stereotypes and gender equality in policies, legislation, media and teachers' pedagogical practices are essential to promote girls' participation in science education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01