Materi : WHY GIRLS ARE LESS INTERESTED IN SCIENCE
Judul materi : WHY GIRLS ARE LESS INTERESTED IN SCIENCE
WHY GIRLS ARE LESS INTERESTED IN SCIENCE
In the recent years, there was a phenomena of declining students’ interest on science. In 1979, Whitfield (1980) conducted a research to analyze students’ favorite subjects. The result indicated that chemistry and physics became the two least preferred subject for 14-year old students. Supporting Whitfield’s findings, the analysis result of the data from the Department for Education of England and Welsh showed that the number of students enrolled in advanced levels science and mathematics only in 1993 had decreased 13% compared to their data at 1980 (Osborne et al, 2003). Furthermore, the UK examination Board and HMSO also claimed that the number of students examined in physics in 2000 were decreased almost 15000 students since 1990. All these findings showed that science is becoming less preferred by the students.
The interesting part of this declining trend is the difference between the number of girls and the number of boys. Osborne et al. (2003) analyzed that men to women ratio was high at 3.4:1 in physics although in chemistry, the number of boys and girls were almost equal. In addition, a finding of Lightbody and Durndell (1996) claimed that boys showed more interest in science than girls did. Supporting the argument, a data from Institute For Statistic of UNESCO reports that the number of women in science research is less than 50% in all regionals and also there were only six women who won the nobel prize since the organization was built. All those research and facts conclude that girls’ attitudes towards science are significantly less positive than boys. This raise a question why girls are not as positive as boys in science. Apart from the environmental factors of the teacher and the classroom, this paper will discuss this question regarding girls’ motivation and cultural perceptions.
The old enigma in the society explained that girls have a lower capability as a thinker than males. This makes girls tend to avoid science and affect their attitude. However, Elwood and Carlisle (2003) conducted a research that showed girls were doing as well as boys. This research analyzed a data of achievement in the junior and leaving certificate examinations 2000/2001. Based on the data, males’ and females’ score were almost the same for both ordinary and higher level. This supports Elwood’s previous conclusion that women were either doing as well as men or better than men in the term of achievement in science. Therefore, the assumption that girls have a lower ability than boys cannot be used to explain their declining interest.
The appropriate reason why girls tend to be less interested in science is because of cultural perceptions that gives girl less opportunity to develop their desire in science (Jones et al., 2000). Most of people traditionally view that a woman, in the future, will be just staying at home, sewing, cooking and taking care of children. This condition lead women to be treated differently from men (Jones et al., 2000). This view point affect girls’ perception in school. Jones et al. provided us a data from his research on table 1 that showed women still hold society point of view. Most females tend to choose activities like sewing and cooking than the other activities related to science.
Fielding (1998) revealed an information as he investigated girls by asking them the reason why they did not continue to study science. The respondents answered that further study of science will limit their vocational choices to scientific careers. An emphasized statement also came from Baker and Leary (1995) after interviewing 40 females of grades 2, 5, 8, and 11 using a semi structured protocol. The result stated that one of the factors that influence their relationship towards science is societal factors. All these facts confirm that social factors contribute to girls’ attitude to science.
In a study of feminity, all females are naturally feminine while males are more masculine (Gergen, 1985). This characteristic affects women interest, beliefs and behaviors. Whitehead (1996) conducted a research about subject choices at A-levels based on gender by collecting questionnaire data from pupils in years 11, 13 and 14 comprehensive school in England and Wales. The result was that females chose mainly feminine subjects which were highly intrinsically motivated while males preferred masculine subjects which were likely to be extrinsically motivated for status.
On the other hand, Jovanic and King (1998) also found that girls’ declining perception of their ability reflect that girls saw themselves to be better at other subjects. This conclusion was acquired by analyzing 165 students in which consisted of 53% 12-year old female. In this research, both boys and girls attended a performance-based science classroom for the whole school year before asking to rank their favorite subjects. The results presented a decrease in science ability perceptions of the girls.
In conclusion, females tend to be less interested in science because of their perception of their abilities that are better in other subjects. This does not mean males are more capable than them but it due to their intrinsic motivation. In addition, girls’ decisions are also affected by social factors which view boys are more suitable to science.
In order to enhance girls’ interest in science, social factors and girls’ perception must be the main concerned issues. Changing society view about the role of the women and social structure in working may raise girls’ interest in science. Furthermore, this can also be one of the ways to induce girls’ intrinsic motivation to science.
References
Baker, D. and Leary, R. (1995). Letting girls speak out about science. Journal of Research in Science Teaching, 32, 3-27.
Elwood, J. and Carlisle, K. (2003). Review of mathematics in the junior and leaving certificate examinations 2000/2001. National Council for Curriculum and Assestment, Report No.1
Fielding (1998). The undesirable choices? Unpublished. London: King’s College London.
Gergen, K.J. (1985). The social constructivist movement in modern psychology. American Psychologist, 40, 266-275.
Jones, M.G., Howe, A. and Rua, M.J. (2000). Gender differences in Students’ experiences, interests, and attitudes toward science and scientists. Science Education, 84, 180-192
Jovanic, J. and King, S.S. (1998). Boys and girls in the performance-based science classroom: who’s doing the performing? American Educational Research Journal, 35, 477-496.
Lightbody, P. and Durndell, A. (1996). The masculine image of careers in science and technology: fact or fantasy? British Journal of Educational Psychology, 66, 231-246.
Osborne, J., Simon, S., and Colins, S. (2003). Attitudes towards science: a review of the literature and its implications. International Journal of Science Education, 25:9, 1049-1079.
Osborne, J., Simon, S., and Tytler, R. (2009). Attitudes towards science: an update. Presented at the annual meeting of the American Educational Research Association, April 13-17, 2009.
Whitehead, J.M. (1996). Sex stereotypes, gender identity and subject choice at A-level. Educational Research, 38, 147-160.
Whitfield, R.C. (1980). Educational research & science teaching. School Science Review, 60, 411-430.
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