Gender and Science Learning Early in High School: Subject Matter and Laboratory Experiences

• Published in: American educational research journal Vol. 34; no. 2; pp. 297 - 331
• Main Authors: Burkam, David T., Lee, Valerie E., Smerdon, Becky A.
• Format: Journal Article
• Language: English
• Published: Washington, DC American Educational Research Association 1997; SAGE Publications
• Subjects: Academic Achievement; Academic Aptitude; Academic learning; Biological sciences; Educational research; Educational sciences; Experience; Experiential Learning; Gender differences; Grade 10; Hands on Science; High School Students; High Schools; Junior High School Students; Junior High Schools; Laboratories; Methodology; National Education Longitudinal Study 1988; Performance Factors; Physical sciences; Science; Science achievement; Science Education; Science learning; Science teachers; Science Tests; Sciences; Secondary School Science; Sex Differences; Sex Fairness; Student Participation; Students; Subject Content Knowledge; Surveys, interviews; Teaching Methods; Teaching, Learning, and Human Development; Z score; USA; Ability; Multivariate Analysis; Skill; Higher Education; Achievement Measurement; Learning Aptitude; Sex Difference; Science Education; Student; Follow-up Study
• ISSN: 0002-8312; 1935-1011
• DOI: 10.3102/00028312034002297

This study used a large and nationally representative, longitudinal database, NELS:88, to identify important factors related to gender differences in 10th-grade science performance. It built on an earlier study focusing on 8th-grade science performance, wherein gender differences were found to be related to (a) subject matter (life versus physical science), (b) student ability level, and (c) frequency of hands-on lab opportunities. The moderate unadjusted advantage for 8th-grade boys on the physical science test widened by the 10th grade. The gender differences were smaller on the life science test and favored males among students of average and above-average ability and females among the less able students. Hands-on lab activities-relatively infrequent in high school science classes-continued to be related to all students' performance, but especially to girls'. These findings suggest the importance of the active involvement of students in the science classroom as a means to promote gender equity. Implications for the underrepresentation of women in physical science careers are discussed.