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- W2064561844 abstract "Girls are given subtle h ts t h roughou t their early school years tha t science is a mascul ine subject (Saario et al., 1973; Lee & Gropper, 1974; Lipkin & Sadker, 1982). By the time they reach jun ior high school, most girls have been t u r n e d off science. Some girls have even repor ted purpose ly doing poorly science classes because they th ink it would be unfeminine to do bet ter than the boys. At this stage of adolescence, girls are anx ious to fit in and to appear feminine (Fitzpartick, 1978; Finn, 1980; Haertel et al., 1981). Both Maccoby (1963) and Walberg (1969) reported tha t girls who did achieve science tended to reject t radi t ional feminine roles. Smithers and Collings (1981) found that , England, girls who chose to cont inue with science into the sixth form often considered themselves unat t ract ive and unfeminine. Head (1987) also found tha t while girls opting for science do not appear to be as emotional ly ret icent or as rigid their th inking as do boys, they do seem to have low self-esteem regard to being socially and sexually attractive. At the upper secondary level the U.S., mos t science courses are electives. These courses tend to be dominated by male enrollment. The exception to this is biology, including advanced s tudies biology. Kahle (1987) believes tha t girls may opt for biology because it is often t augh t using the enquiry method, a method she th inks girls prefer. Kelly (1978) thinks girls prefer biology because it was the one science area their e lementary" @default.
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- W2064561844 date "1990-01-01" @default.
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- W2064561844 title "Characteristics of female advanced science students in the united states" @default.
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- W2064561844 doi "https://doi.org/10.1016/s0191-491x(05)80100-2" @default.
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