Invisible women: Gender representation in high school science courses across Australia
Article
Ross, Kathryn, Galaudage, Shanika, Clark, Tegan, Lowson, Nataliea, Battisti, Andrew, Adam, Helen, Ross, Alexandra K. and Sweaney, Nici. 2023. "Invisible women: Gender representation in high school science courses across Australia." Australian Journal of Education. 67 (3), pp. 231-252. https://doi.org/10.1177/00049441231197245
Article Title | Invisible women: Gender representation in high school science courses across Australia |
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ERA Journal ID | 20013 |
Article Category | Article |
Authors | Ross, Kathryn, Galaudage, Shanika, Clark, Tegan, Lowson, Nataliea, Battisti, Andrew, Adam, Helen, Ross, Alexandra K. and Sweaney, Nici |
Journal Title | Australian Journal of Education |
Journal Citation | 67 (3), pp. 231-252 |
Number of Pages | 22 |
Year | 2023 |
Publisher | SAGE Publications Ltd |
Place of Publication | United Kingdom |
ISSN | 0004-9441 |
2050-5884 | |
Digital Object Identifier (DOI) | https://doi.org/10.1177/00049441231197245 |
Web Address (URL) | https:///journals.sagepub.com/doi/10.1177/00049441231197245 |
Abstract | The visibility of female role models in science is vital for engaging and retaining women in scientific fields. In this study, we analyse four senior secondary science courses delivered across the states and territories in Australia: Biology, Chemistry, Environmental Science, and Physics. We compared male and female representation within the science courses by examining the mentions of male and female scientists along with the context of their inclusions in the syllabuses. We find a clear gender bias with only one unique mention of a female scientist. We also find a clear Eurocentric focus and narrow representation of scientists. This bias will contribute to the continuing low engagement of women in scientific fields. We outline possible solutions to address this issue, including the accreditation of scientific discoveries to include female scientists and explicit discussion of structural barriers preventing the participation and progression of women in science, technology, engineering, and mathematics (STEM). © Australian Council for Educational Research 2023. |
Keywords | Gender bias; gender stereotypes; curriculum design; secondary science |
Contains Sensitive Content | Does not contain sensitive content |
ANZSRC Field of Research 2020 | 390113. Science, technology and engineering curriculum and pedagogy |
390203. Sociology of education | |
440509. Women's studies (incl. girls' studies) | |
Byline Affiliations | Curtin University |
No affiliation | |
Australian National University | |
University of Southern Queensland | |
Edith Cowan University | |
Australian Wildlife Conservancy, Australia |
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