“The Effect of Attitude during the Maturation of Female

Students during the Middle-School Years on their

Achievement in Science”

Felician College Department of Education, 2008

Jeanine M. Vignone

Who is a Scientist?

During my undergraduate studies at Felician College, as part of the education curriculum, students of Felician had to participate in a 3-day workshop at the Lyndhurst Environmental Science as part of the Science Curriculum Course. We were given an assignment that I have carried over into my own curriculum; it had such an important impact on me.

Who is a Scientist?

I have been teaching Science to 5th through 8th grade students for the past five years. Each new school year, I receive a new group of students, estimating about 25-40 new students added to student body per year. On the first day of school for the group of new students I ask them to draw a scientist and below to define what the term science means to them.

Who is a Scientist?

As of March, 2008, with a total population of 249 students to date who drew a scientist. Here are some examples of what 220 students drew:

(2004 – 130 students, 2005 – 32 students, 2006 – 35 students, 2007 – 34 students, and 2008 – 18 students)

Scientist

Scientist

Scientist

Who is a Scientist?

28 students drew a woman, (27 female students, and one male student). Eighteen students drew a science specialist: (11 astronomers and 7 other). Two students drew me.

And one student drew herself:

Who is a Scientist?

• It is clear to see that students, both male and female, upon entering the fifth grade science class, have already developed a stereotype as to who and what a scientist is. – He is male– He wears glasses– He has crazy hair– He wears a lab coat– He works with chemicals.

Inspiration

This exercise became a very insightful collection of information. I attended a science convention in 2007, where I met Sally Ride. Sally Ride is an advocator for girls and science. Sally Ride advocates for enhanced curriculum, female role models, and science programs to develop continued interest for female students during adolescence, where she feels interest starts to falter. With the data collection from, “Who is a Scientist?”, and my conversation with Sally Ride, I then became interested in studying this area.

Question

“Is there effect of attitude during the maturation of female students during the middle-school years on their achievement in

Science”

Hypothesis

This study was developed in the efforts to test attitude and interest towards science, and to show that in fact a correlation between negative attitude and a decline in science achievement does exist. Negative attitudes developing more so during the middle-school years.

Background Information

The biological factor is not something new when discussing the abilities of girls and boys academically. It has been stated for decades that girls are better at verbal communication and boys are better when it comes to logical abilities. . The innate debate has continued well into the present. “Remember when girl’s shortcomings in math and science were explained by the math “gene”?.

Background Information

Biology seemed to determine destiny. There was a general perception that girls’ performance on standardized math tests could be attributed to biological differences Fortunately, a number of teachers and parents have the foresight not to accept girls’ underachievement in math and to recognize that math skills are necessary for too many careers to be optional for girls.” (Kekelis, L., and Heber, E., 2001).

Background Information

• Current research studies suggest that many factors contribute to the attitudes, access, and achievement of young women in mathematics and science: encouragement from parents, preparations of mathematics and science teachers, interactions between teachers and students, curriculum content, hands-on laboratory experiences, self-concept, attitudes toward mathematics, high-school achievement in mathematics and science, availability of mentors, and resources available at home. (NCES, 1997).

Background Information

• “A lot of attention has focused on the so-called “math and science gap” between boys and girls. The truth is that girls and boys start their education with equal interest and ability in math and science. But over time, a higher percentage of girls drift away from these subjects, even though they have not lost their aptitude for them. Early adolescence is a critical period for shaping attitudes and outlooks. Research shows that during this time many girls turn away from math and science.” (Ride, S., 2006).

Background Information

The percentage of girls who say they like science from 4th to 8th to 12th grade drops from 66% to 47% to 40%,

Current Research

Current Research

Current Research

Method

• A correlational study was the method of research. Two samples were used during the research: (1) one sample was a comparison of grades (2nd – 8th grade) and (2) a second sample was surveyed using the WISS. A Convenience Sampling was used during both components of the research.

Method

• For the first part of the research conducted, a comparison of female students was evaluated on their science grades from 2nd grade through 8th grade. A convenience sample of 32 female students was selected; with the mean age of participants being 14. The 32 participants are recent graduates of a private, Catholic, middle-school, located in an urban setting outside of Newark, New Jersey. The sample of the thirty female students; 50% are Caucasian and 50% Hispanic. All participants were from a regular classroom; none were receiving special education services.

Procedure

• A comparison of yearly average science grades from 2nd grade through 8th grade was evaluated using a convenience sampling of the female student population that has completed their studies in science from the years of 2004, 2005, 2006, and 2007. Student Life cards were reviewed and science grades recorded.

Table 1.1Life Card Sample

ResultsSample # 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade

1 92 92 92 97 83 88 92

2     73 97 92 88 92

3 92 83 78 88 83 83 92

4 92 78 88 78 88 83  

5 92 83 78 73 69 73 78

6 92 83 92 97 97 92 97

7 92 88 88 97 88 78 83

8 92 92 97 97 97 88 97

9 92 92 97 97 97 97 97

10 92 73 73 70 83 78 88

11 88 83 88 83 88 92 92

12 92 78 92 88 90 88 92

13 83 83 70 68 70 73 73

14 83 83 88 68 73 70 78

15 97 88 97 92 92 83 83

16 92 83 73 78 88 73 73

17 92 92 83 83 88 83 88

18 92 78 78 83 88 83 88

19 92 83 83 83 88 83 92

20 92 92 88 92 92 83 88

21 92 88 88 73 92 92 92

24 92 92 92 88 83 78 98

25 92 78 88 88 92 92 98

29 92 83 92 90 92 92 88

31 92 83 83 83 83 92 92

32   97 92 92 97 97 97

Data Analysis

Method

• The second part of the research included the survey component, and a convenience sample of 34 female students participated in the completion of the WISS survey tool, 5th through 8th grade.

• Fifth Grade: 10 Participants• Sixth Grade: 10 Participants• Seventh Grade: 6 Participants• Eighth Grade: 8 Participants• The female students are from a private, Catholic,

middle-school. The school is located in an urban setting outside of Newark, New Jersey. The female population consists of about 50% Caucasian and 50% Hispanic population. The age-range of the population varies from 11-14 years old; 5th through 8th grade. All participants were from a regular classroom; none were receiving special education services.

Procedure

• The second component consisted of the completion of the WISS survey, which was used to interview female students on their interest in the subject of science and the study of science for the year of 2007-2008. The 5th-8th grade female population, 34 participants completed the survey. The WISS tool was used by the researcher; 27 Items each using a 3 point scale ranging from agree-disagree-Don’t Know. (Table 1.2 WISS Scale)

Table 1.2 - WISS

Dimension I. (Women possess characteristics which enable them to be successful in science careers: Agree Disagree Don’t Know

1. Women can be as good in science careers as men can. 1 2 32. Men are more qualified to become scientists. 1 2 33. Careers are good for woman as long as they are not the boss. 1 2 34. Women scientists are weird. 1 2 35. Women can make important scientific discoveries. 1 2 36. Scientific research can be done equally well by women and men. 1 2 37. Women are not reliable enough to hold up top positions in scientific and technical fields. 1 2 38. Both men and women can be equally good in science and math. 1 2 3

Dimension II. (Women’s roles as mother and wife are compatible with successful science career pursuits) 1. A husband’s success in his career is more important than a wife’s success in her career. 1 2 32. A woman’s basic responsibility is raising children. 1 2 33. A woman with a science career will have an unhappy marriage. 1 2 34. Both men and women can combine careers with family life. 1 2 35. A wife should spend more effort to help her husband’s career than she spends on her own. 1 2 36. Getting married is the most important thing in a woman’s life. 1 2 3 7. A woman should be considered for a job based on her qualifications regardless of whether she is married and has a family. 1 2 38. For a woman it is more important to be a successful wife and mother than it is to be successful in a career. 1 2 39. Women can combine successful careers with successful marriages. 1 2 3

Dimension III. (Women and men ought to have equal opportunities to prepare for and pursue science careers).1. A woman should have the same job opportunities in science careers as a man. 1 2 32. Men and women should be paid the same amount of money if they do the same scientific work. 1 2 33. Women should not have the same chances for advancement in science careers

as men do. 1 2 34. Women should have the same educational opportunities as men. 1 2 35. We need more women in science careers. 1 2 36. Men need more math and science careers than women do. 1 2 37. It is better for a woman to study home economics than chemistry. 1 2 38. It is wrong for women to seek jobs when there aren’t enough jobs for all the men who want them. 1 2 39. A successful career is as important to a woman as it is to a man. 1 2 3

Instrumentation

• The second component consisted of the completion of the WISS survey, which was used to interview female students on their interest in the subject of science and the study of science for the year of 2007-2008. The 5th-8th grade female population, 34 participants completed the survey.

• The WISS tool was chosen by the researcher because of its validity and use by previous researchers who also found the WISS to be a reliable survey with stability over time. “The WISS consists of 27 items, each using a four-point Likert scale ranging from "strongly agree" to "strongly disagree" with no neutral point. This instrument was selected because it has been shown to be both reliable and valid. Erb and Smith ( 1984) report an alpha coefficient of 0.92, which indicates a high degree of internal consistency for the instrument. The test-retest reliability of the WISS was also found to be high with a coefficient of 0.82, which demonstrates that the WISS has stability over time.” (Terry, M.J. and Baird, W. E, 1997)

Procedure

• The WISS was administered by the researcher’s colleague during the month of March. The researcher’s colleague was given a list of participants who returned all required permission slips by both guardianship and student. The colleague took all participants to the school cafeteria during scheduled snack time (10:30 a.m. -11:00 a.m.) to complete the survey. The colleague was given specific instructions: (1) Distribute survey to each participant. (2) Tell participants not to write their name on the survey. (3) Complete both sides of the survey and (4) do not collect surveys but have participants return the survey to the envelope when completed.

ResultsDimension I. (Women possess characteristics which enable them to be successful in science careers:34 Surveys Completed

Agree Disagree Don’t Know1. Women can be as good in science careers as men can.

32 2 02. Men are more qualified to become scientists. 2 29 3

3. Careers are good for woman as long as they are not the boss. 1 31 24. Women scientists are weird. 0 32 25. . Women can make important scientific discoveries. 32 0 26. Scientific research can be done equally well by women and men. 30 3 17. Women are not reliable enough to hold up top positions in scientific and technical fields. 0 29 58. Both men and women can be equally good in science and math. 32 0 2

Results

• “In 1992, Mattel Toys put the first talking Barbie doll on the market. Barbie’s first words were, “Math class is tough”. Many parents and teachers, thought, Barbie should keep her mouth shut. As a result, Barbie stopped talking.” (NNCC, 1998).