The SAGE Handbook of Gender and Education brings together leading scholars on gender and education to provide an up-to-date and broad-ranging guide to the field. It is a comprehensive overview of different theoretical positions on equity issues in schools. The contributions cover all sectors of education from early years to higher education; curriculum subjects; methodological and theoretical perspectives; and gender identities in education. Each chapter reviews, synthesises, and provides a critical interrogation of key contemporary themes in education. This approach ensures that the book will be an indispensable source of reference for a wide range of readers: students, academics and practitioners.
Chapter 16: Engaging Girls in Science
Engaging Girls in Science
Introduction: Feminist Pathways in Science Education
At its core, feminism has a dual nature: it is a theory of power relations between women and men, and it is a political movement seeking social justice (Weedon, 1999; Stromquist, 2000). Most researchers in gender and science education have drawn, at least to some extent, upon both of these critical dimensions of feminism. For example, Kenway and Gough (1998) categorize the research in gender and science education into three overlapping themes:
- studies of girls' underrepresentation in school science and of those interventions intended to increase their participation in formal science experiences;
- studies and interventions focused on increasing women's participation in tertiary-level science studies and science-related areas of employment;
- studies which ‘deconstruct’ the ...