Discover how girls’ sensory, physical, cognitive, and emotional characteristics affect performance and how you can tailor instruction to promote girls’ learning in math, science, and other areas.
Chapter 5: Teaching Science to the Female Brain
Teaching Science to the Female Brain
Although some of my students appeared to be afraid of math, few of the girls had the same strong reaction to science. Many of my students really enjoyed biology, and some liked physics as well, but more were simply indifferent to science (Gould, Weeks, & Evans, 2003). It has always seemed to me that the problem is not that girls don't like science but that they don't think that they will like science (Jenkins & Nelson, 2005). One of my students told me, about six weeks into a physical science course, that she was surprised that she actually liked the class. She said that she thought science was for nerds and she didn't consider ...