Figure 3. The average interest of males and females pursuing a science career comparing pre-adolescence and adolescence. Averages were not significantly different. Error bars indicate 95% C.I. One way ANOVA found p=0.4483.

IntroductionScience is stereotypically classified as a masculine domain. Women make up only 23% of the science and engineering workforce. Prior to middle school, male and female science test scores and attitudes for the subject are comparable.

Why would women have lower interests in a science career?

Interned at Clearwater Marine Aquarium Summer

Camps; surveyed 8-14 year olds over nine weeks

Analyzed data with ANOVA and Mann-

Whitney testsCircle your gender Male Female Write down your age ______ Write down the grade you finished ______ 1. What sciences are you interested in? Circle all that apply. Space Rocks/Earth Biology Marine Science Chemistry Plants Animal Behavior Medicine Physics Animals Dinosaurs 2. Where does your interest in science lie on the scale?

1 2 3 4 5 I don’t like it I love it

3. What has influenced your interest in science? Circle all that apply Parents Friends Teachers Subject matter 4. Which was the most important factor? _______________ 5. Where on the scale would you place your friends’ interest in science?

1 2 3 4 5 Don’t Like it Love it

6. Which of the following has your science teacher used in the classroom, if any. Circle all that apply. Experiments Computer activities Group work Guest speakers Lectures Other _________________ 7. What activities did you enjoy MOST? 8. What activities did you enjoy LEAST? 9. How likely are you to remain in touch with the others in your camp?

1 2 3 4 5 LEAST MOST

10. How likely are you to pursue a career in science?

1 2 3 4 5 LEAST MOST

11. If not likely, then for what reasons?

HypothesisThere will be no difference in the attitudes of boys and girls towards science regardless of age.

Gender disparity in science begins in middle school when girls view science as detrimental to their social reputation.

Objectives Survey 8-14 year olds, males and

females, to examine when the gender gap commences.

Assess the bias in male and female domains in science interests.

Apply my research to my future classroom strategies and promote females to persist in science education.

3 page survey queried students’ interest, likelihood of a career, ways in which they engage in a science environment, knowledge to relate

science to real world

Methods

“White male. In the lab. With a beaker.”: an

investigation on gender in scienceMarissa Menzel Department of Biological Sciences, York College of Pennsylvania

Figure 2.

Figure 2. Male and females’ interest in specific science domains with 95% C.I. * indicates significant difference. Mann Whitney found p<0.0012 for hard and p<0.0004 for soft.

AcknowledgementsDr. Nolan- Thesis Advisor, Clearwater Marine Aquarium, and Dr. Summers of Harvard, who inspired the idea.

Literature CitedStake, J. and Mares, K. 2001. Science Enrichment Programs for Gifted High School Girls and Boys: Predictors of Program Impact on Science Confidence and Motivation. J. of Research in Science Teaching 38: 1065-1088.

Stake, J. and Nickens, S. 2005. Adolescent Girls’ and Boys’ Science Peer Relationships and Perceptions of the Possible Self as a Scientist. Sex Roles 52: 1-11

Results

Conclusion There was no difference in

the attitudes of males and females towards science.

Hard sciences such as chemistry and physics attract fewer females than topics pertaining to plants and animals.

Children did not lose interest upon entering middle school.

As an educator, I will capitalize on the results of this study and continue to peak the interest of females in science.

Science textbooks depict a greater number of males in active science roles.

Males dominate math and science classes by participating 8x more frequently than females.

The rigorous undergraduate and post graduate coursework required and time invested conflicts with her biological clock and family life.

Girls and boys did not vary in their interest in science.

There is a significant difference between the disciplines of science males and females prefer.

Age was not a factor in diminishing interest in science.

Early in life, girls are encouraged to interact with dolls or cooking sets, while males develop reasoning skills engaged in toys such as K’Nex.

Figure 3.

Future Studies A more diverse population can provide a holistic view of the dichotomy of gender in the field of science.

Investigate educator’s awareness of the gender gap and how it affects their classroom.

Explore events that explain why females lean more towards life sciences.

Figure 1. Mean of male and females’ interest in science. 137 participants over a nine week study. Error bars indicate 95% CI. Means not significantly different using Mann Whitney test (p=0.8689).

Figure 1.

Ratio of Male and Female Preferencein Science Domains

Male Hard Female Hard Male Soft Female Soft0.0

0.2

0.4

0.6

0.8

1.0

*

*

*

*

Rati

o o

f In

tere

st

Average Male and Female Interestin Science

Female Male0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

4.5

Avera

ge

Female and Male Interest in Pursuinga Science Career With Age

Female Female Male Male

0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

4.5

8-10 11-1411-14 8-10 11-14

Avera

ge