Israel's Arab Sector High Schools: An Island of Gender Dominance in STEM Subjects

Autor/inn/en	Kohan-Mass, Judith; Dakwar, Basheer; Dadush, Varda
Titel	Israel's Arab Sector High Schools: An Island of Gender Dominance in STEM Subjects
Quelle	In: Gifted Education International, 34 (2018) 3, S.245-259 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4294
DOI	10.1177/0261429417754205
Schlagwörter	Foreign Countries; Arabs; STEM Education; Gender Differences; Physics; High School Students; Jews; Science Instruction; Secondary School Science; Social Influences; Cultural Influences; Barriers; Student Attitudes; Advanced Courses; Israel + Suchen Sie Ihr Suchwort? Ausland; Arab; Araber; STEM; Geschlechterkonflikt; Physik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Jew; Jude; Jüdin; Juden; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sozialer Einfluss; Cultural influence; Kultureinfluss; Schülerverhalten; Fortgeschrittenenunterricht
Abstract	Despite the global decline in the number of girls who study science, technology, engineering, and mathematics (STEM) subjects, in Israel, gender differences of physics students are especially worrying. Although girls and boys in junior high school reach similar achievements in physics, the number of girls who study physics in high school is declining. However, an interesting picture emerges when we compare the Arab and Jewish sectors: Girls account for 30% of all high school students who study physics in the Jewish sector, compared to almost 60% in the Arab sector. Interviews with Arab high school students in an advanced physics program indicate that although girls face internal and external obstacles in patriarchic Arab society, they transform these obstacles into factors that motivate them to greater achievements, in order to gain self-confidence and a more stable, promising economic future in their society. These findings challenge conventional theories that explain the gender gap in STEM subjects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01