Gender Bias in New South Wales Higher School Certificate (HSC) Physics

Autor/in	Keast, Vicki J.
Titel	Gender Bias in New South Wales Higher School Certificate (HSC) Physics
Quelle	In: Australian Journal of Education, 66 (2022) 1, S.26-39 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keast, Vicki J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/00049441211059239
Schlagwörter	Physics; Gender Bias; Science Instruction; Foreign Countries; Academic Persistence; Females; Masculinity; Self Concept; Gender Differences; Course Descriptions; Textbooks; Educational History; Content Analysis; Disproportionate Representation; Illustrations; High School Students; Sex Stereotypes; Exit Examinations; Science Tests; Australia + Suchen Sie Ihr Suchwort? Physik; Geschlechterstereotyp; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Weibliches Geschlecht; Männlichkeit; Selbstkonzept; Geschlechterkonflikt; Kursstrukturplan; Textbook; Text book; Schulbuch; Lehrbuch; History of education; Bildungsgeschichte; Inhaltsanalyse; Bildliche Darstellung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Final examination; Abschlussprüfung; Australien
Abstract	A sense of belonging is an important factor for the persistence of girls in the study of physics. Content and imagery that presents the field as a masculine domain will undermine belonging and make it more difficult for girls to establish a physics identity that is congruent with their gender identity. The physics syllabus, final examinations and commonly used textbooks associated with the New South Wales Higher School Certificate were examined for gendered content. It was found that an emphasis on the history of physics in the syllabus has resulted in content and images in which male figures significantly outnumber female figures. This gendered content will be counter-productive to other efforts to increase the participation of girls in physics and suggestions on how this can be addressed are made. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01