Teachers who use strategies that actively encourage the participation and success of females in science classes promote learning because boys and girls respond differently to classroom situations.

Direct Intervention to Ensure Success of Females in Science

Despite the fact that science teachers are expected to treat all students fairly and that most are genuinely committed to the success of females in science classes, disturbing gender differences still exist in enrollment in science classes, academic success, and the pursuit of science related careers.

Research has identified two factors that have worked against the participation and success of females. First, most teachers do not give equal encouragement to females; and second, because of their prior experiences, girls probably will not do as well as boys if they are treated EXACTLY the same.

Teachers who avoid overt discriminatory behaviors are often guilty of small, subtle cues that work against females. One study showed that teachers call on boys more often than girls (especially when asking higher-order questions), allow less time for girls to respond, and give more non-verbal reinforcement to boys. Another study showed that in laboratory or small-group situations, teachers are more likely to tell girls how to complete a task or do it for them, while they help boys structure their own strategies. This not only cheats girls out of a growth experience but gives a clear signal of lower expectations for girls.

While the individual incidents may seem trivial, the cumulative effects on young people can be significant. Surprisingly, studies show that these behaviors existed in both male and female teachers and among those who seemed committed to the success of females.

To change all these behaviors will not be easy. Baker (1988) recommends that teachers monitor each other and focus on improving one practice at a time. For example, teachers could create a checklist of those they will choose to answer particular questions so that they won't be attracted to only enthusiastic volunteers during a lesson.

The second set of variables working against the success of females is the result of differences in background. Little boys are encouraged to handle mechanical objects and to take apart broken things to attempt to repair them. Girls are praised for being neat and organized. It should be no surprise that many girls have poorer spatial-relation skills and less confidence in their ability to solve problems involving physical objects. Research with tutorial programs for females show that these differences can be reduced dramatically in a short time simply by giving girls practice with physical objects.

Less obvious problems occur in groups. Girls are more likely to take passive roles, rarely confronting assertive boys who assume leadership. Studies show that girls are more likely to react negatively to friction among students or direct criticism by either a teacher or peers. Since peer review is an essential component of science research, this is a devastating impediment. Kahle (1990) sees much merit in cooperative learning but warns teachers to watch for these gender problems and take action to correct them.

The shortage of female role models has caused students of both genders to view science as unfeminine. Perhaps because they are not encouraged to take risks, girls are more likely to avoid difficult tasks and are quicker to give up when they initially fail. They are less interested in properties of inanimate objects. They react more negatively to strict classroom rules, yet respond positively to a highly structured environment. Unfortunately, these preferences are a disadvantage when students advance to the point of self-directed research with peers.

It is the teacher's ongoing task to present each student with challenging yet realistic goals that will nurture the skills and behaviors that ensure future success. Gender differences have proven to be complex and vary tremendously among individuals and classroom situations. Yet, the traditional, much-respected strategy of treating everyone the same will bring only limited results.