Achieving Gender Equity in Science Classrooms: A Guide for Faculty.

Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details - ED402150

Title: Achieving Gender Equity in Science Classrooms: A Guide for Faculty.

Full-Text Availability Options:

ERIC Full Text (785K)

Related Items: Show Related Items

Click on any of the links below to perform a new search
Title:	Achieving Gender Equity in Science Classrooms: A Guide for Faculty.
Authors:	N/A
Descriptors:	Cooperative Learning; Educational Strategies; Engineering; Evaluation; Gender Issues; Higher Education; Minority Groups; Science Education; Sciences; Sex Differences; Sex Fairness
Source:	N/A
More Info: Help Peer Reviewed:
Publisher:	Brown University, Office of the Dean of the College, Box 1939, Providence, RI 02912 (free).
Publication Date:	1996-06-00
Pages:	33
Pub Types:	Information Analyses; Guides - Non-Classroom
Abstract:	This handbook arose from a project that was designed to examine the role that science education plays in the under-representation of women in science. It is based on case studies of introductory science classes, surveys of syllabi and textbooks used in science classrooms, a survey of the literature on the history of women in science and current research on gender in science education, and interviews with male and female science faculty. This handbook describes aspects of culture that researchers believe contribute to the attrition of women from science, mathematics, and engineering majors and gives concrete suggestions for addressing each of these issues. It aims at helping faculty members become more aware of the issues that affect women in science and providing them with ideas on how to address these issues in their own classrooms. Topics discussed include observing classroom dynamics, personalizing large classes, shifting from a competitive to a cooperative model, considering a variety of examination options, encouraging active participation in labs, fighting narrow stereotypes of science and scientists, providing diverse role models, making oneself available, and fostering self-confidence. Contains 40 references. (JRH)
Abstractor:	N/A
Reference Count:	N/A

Note:	Photographs may not reproduce clearly.
Identifiers:	N/A
Record Type:	Non-Journal
Level:	1 - Available on microfiche
Institutions:	Brown Univ., Providence, RI.
Sponsors:	New England Consortium for Undergraduate Science Education.
ISBN:	N/A
ISSN:	N/A
Audiences:	N/A
Languages:	English
Education Level:	Higher Education

Back to Search Results