Traditional Gender Ideology on Boys' Participation in Biology Post-GCSE

Autor/in	Singh, Kishan Kumar
Titel	Traditional Gender Ideology on Boys' Participation in Biology Post-GCSE
Quelle	In: Journal of Biological Education, 56 (2022) 2, S.174-189 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Singh, Kishan Kumar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2020.1757488
Schlagwörter	Foreign Countries; Males; Secondary Education; Student Attitudes; Biology; Science Instruction; Sex Role; Stereotypes; Student Participation; Academic Aspiration; Grade 10; Gender Differences; Majors (Students); Postsecondary Education; United Kingdom (London) + Suchen Sie Ihr Suchwort? Ausland; Male; Männliches Geschlecht; Sekundarbereich; Schülerverhalten; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Geschlechterrolle; Klischee; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Geschlechterkonflikt; Post-secondary education; Tertiäre Bildung
Abstract	This small-scale study investigates the relationship between gender ideology and co-ed secondary school boys' intention to participate in biology post-GCSE. Adopting a mixed-methods approach, questionnaires (n = 96) and interviews (n = 13) were carried out to collect data on the intention to participate in school science subjects, gendered perceptions of these subjects, and gender ideology from Y10 students from three Greater London co-educational (co-ed) secondary schools. The results from this study show that, contrary to numerous other studies, boys perceive biology as a gender-neutral subject, hinting at the possible shifting perceptions of school subjects with time. This could be a result of more perceived gender appropriate opportunities for boys, or the masculinisation of biology as a subject with the introduction of more technology-based topics within the curriculum. In spite of this, the perception of physics and physics-related jobs as masculine and more suitable for boys is so deeply rooted and normalised that it may deter boys from pursuing biology post-GCSE. Lastly, even though this study shows that gender ideology does not affect boys' intention to participate in biology post-GCSE, there is some evidence that gender ideology could still be a factor with subjects perceived to be gendered, like physics. Based on these findings, three recommendations are made to increase gender equity in school science education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01