Kelly has identified four ways in which science is masculine:
Predominantly males choose to study and work in science.
Science is “packaged” for learning in ways in which boys are connected to the world, relating to their interests and motivations.
When boys and girls act out their gender roles, it stereotypically favors learning for boys and restricts it for girls.
Science is inherently masculine, with a social construction in a patriarchical and hierarchical society.
Kelly, A. (1985) The construction of masculine science, British Journal of Sociology of Education 6: 133-154.
Mary Field Belenky and Nel Noddings affirm
that women’s insight can provide a valuable source of new knowledge. Some
links for women in science build upon such ideas.
Belenky, M.F. et al. (1986) Women's ways of knowing: the development of self, voice, and mind, New York : Basic Books
Noddings, Nel
(1984) Caring, a feminine approach to ethics and moral education, Berkeley
: University of California Press.
Is science WASP?
In what ways could minority participation improve science?
View the SACNAS
biographies pages to answer. Refer also to additional web
links.
According to
the CA DOE, instructional materials in science should provide the following.
Give examples:
Ways based on current and
confirmed research to adapt the curriculum and the instruction to meet students'
assessed special needs.
Strategies to help students who
are below grade level in science.
Strategies to help students with
reading difficulties understand the science content.
Suggestions for advanced learners that allow students to study content in greater depth.
