UpDate - Vol. 13, No. 30, Page 3
May 5, 1994
Gender sensitive; Awareness makes science teaching equitable

     A science educator from "down under" who also taught "down east" at
the University of Maine before coming to the University last fall, Kate
Scantlebury, assistant professor of chemistry and biochemistry, focuses her
research on gender-sensitive issues in the science classroom.
     An experienced high school science teacher, Scantlebury teaches
Delaware students who plan careers in secondary science education.
     "The saying that 'sex is the difference that makes no difference' is
not true in the science classroom. Frequently, teachers themselves may not
be aware of the different ways they treat boys and girls and the different
expectations they have," Scantlebury said.
     Research carried out by the American Association of University Women
and others who have studied gender issues, shows boys and girls receive
different kinds of education and that girls' experiences in science differ
from boys, she said.
     "There are some basic differences in how teachers treat the two sexes
in a classroom. There is a perception that boys have a natural ability in
science and girls must work hard. A teacher tends to make sure that a
capable boy student understands the material and is challenged, while girls
are not required to work as hard and do not receive encouragement to pursue
scientific studies," Scantlebury said.
     The questions boys are asked are thought-provoking while girls are
asked more rote-type questions. Girls are not encouraged to be risk-takers
by parents, peers and teachers as much as boys. This shows up even in
multiple-choice tests where boys tend to take a chance and girls are more
conservative, Scantlebury said.
     In group lab projects, the girls frequently act as "gofers," getting
the equipment to set up and taking notes, while the boys do the actual
experiments. An aware teacher can make sure girls are involved directly in
the experiment, according to Scantlebury.
     "It used to be that girls would take biology for required science
courses but not take chemistry or physics. That has changed somewhat, and
more girls are taking chemistry, although the number taking physics is
still disproportionately small," Scantlebury said.
     In other areas, science is being incorporated into Girls Inc. and Girl
Scout programs.
     At the University, Scantlebury asks students to think back on their
own experiences about gender differences in the classroom so that when they
teach they will have a heightened awareness of how to make science
education more effective and equitable for both sexes.
     Scantlebury said she is somewhat optimistic that the classroom climate
for girls is slowly changing at every level of education. "There is a need
for scientists, but, in addition, we need science-literate citizens who are
informed," Scantlebury said.
     With a degree in chemistry and a diploma of education from Flinders
University of South Australia, a master's degree from Curtin University of
Technology and doctorate in science education from Purdue University,
Scantlebury has published extensively and has made several presentations
about gender issues in science education. Recently, she gave a talk on
"Preparing Gender-Sensitive Science Teachers" to the American Chemical
Society.
                                                  -Sue Swyers Moncure