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• W231998433 abstract "Abstract At the dawn of the 21st century why do we still have to talk about gender equality in education? Although a ban on gender discrimination in public schools was imposed by Title IX of the Education Amendment over twenty years ago, gender bias in our educational institutions is alive and thriving, not just in K-12 classrooms, but in science and engineering education, too. Not only are women less likely to choose these technical fields in our universities, but they are also less likely to graduate with bachelor's degrees in science and engineering or go on to earn graduate degrees in these fields. This paper addresses what we as professors can do to improve gender equality in science and engineering classrooms by adopting New 3Rs of Equity, which stress recognizing the gender problem, reevaluating our teaching methods, and reconstructing our classrooms accordingly. ********** At the dawn of the new millennium, why do we still have to be concerned about gender discrimination in the classroom? After all, as far back as 1972, Title IX of the Education Amendment outlawed gender discrimination in public school programs and courses. With this federal control in place, wouldn't a graduation awards list like this one be a joke? Kindergarten A wards Boys' Awards Girls' Awards Very Best Thinker All-Around Sweetheart Most Eager Learner Sweetest Personality Most Imaginative Cutest Personality Most Scientific Biggest Heart Unfortunately, this wasn't a joke, and it wasn't from our grandmother's time. It appeared in the Wall Street Journal in June 1994 (Devan). How sobering to see boys still rewarded for being smart and for being likable. Even a brief overview of research confirms the legitimacy of concern about gender bias at all educational levels. example, the American Association of University Women (AAUW) has published two watershed reports on inequities in public school K-12 education for girls. The first, How Schools Shortchange Girls (1992), confirmed that girls are systematically, if unintentionally, discouraged from a wide range of academic pursuits (qtd. in Verhulst 11). The AAUW follow-up report in 1998, Gaps: Where Schools Still Fail Our Children, indicates that although progress has been made in areas such as the increased enrollment of in math and science courses, gender bias in public schools is still very alive: For an equitable education is in many respects still an elusive goal, in sight yet out of reach (Executive Summary 7). Such disheartening assessments are echoed in research by such education experts as David and Myra Sadker, who in 1995 published Failing at Fairness: How America's Schools Cheat Girls. The title of an article published in 2000 sums up their decades of educational gender research: Gender Equity: Still Knocking at the Classroom Door (D. Sadker). Of course, the AAUW reports and the Sadker's research don't focus only on the women in science and engineering programs who are of special concern to those of us at technological universities. Is gender a limiting factor here, too? Particularly useful in the area of science and engineering education are the studies published every two years by the National Science Foundation (NSF), Women, Minorities, and Persons with Disabilities in Science and Engineering. The good news in the most recent study (2000) is that over a ten-year period the numbers of women in science and engineering higher education increased by 4%. However, women still constituted only 19% of the total undergraduate enrollment in engineering programs (Women, Minorities:2000, Ch. 2). Furthermore, women earned fewer than 40% of all graduate degrees in science and engineering (Women, Minorities:2000, Ch. 4; NSF Despite Increases). Sadly, it appears that gender is indeed a discriminating factor for our female science and engineering education students, just as it is in education as a whole. …" @default.
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• W231998433 date "2001-12-22" @default.
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• W231998433 title "The New 3Rs: Gender and the Science and Engineering Classroom" @default.
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