Girls vs. gender stereotypes: The real battle in science competitions?
Aufsatz in Konferenzband › Forschung
Publikationsdaten
| Von | Anneke Steegh, Tim Höffler, Jan Retelsdorf, Ilka Parchmann |
| Originalsprache | Englisch |
| Erschienen in | Christian Maurer (Hrsg.), Qualitätsvoller Chemie - und Physikunterricht - normative und empirische Dimensionen: Gesellschaft für Didaktik der Chemie und Physik Jahrestagung in Regensburg 2017 (Band 38) |
| Seiten | 590-593 |
| Herausgeber (Verlag) | Universität Regensburg |
| DOI/Link | https://gdcp-ev.de/blog/2019/12/27/girls-vs-gender-stereotypes-the-real-battle-in-science-competitions/ , https://www.pedocs.de/volltexte/2018/15495/pdf/Maurer_2017_Qualitaetsvoller_Chemie_und_Physikunterricht.pdf |
| Publikationsstatus | Veröffentlicht – 2018 |
Girls are underrepresented in most national and international science competitions. They are significantly less interested in participating in science activities than boys, and even though gender differences in science achievement are not consistent, girls seem to be having difficulties qualifying for international Olympiad teams.
The expectancy-value theory of achievement motivation by Eccles (1984) explains girls’ lack of interest and underachievement in science competitions by the endorsement of gender-science stereotypes. According to the balanced identity theory (Greenwald et al., 2002), the interaction between this ‘male-is-science’-stereotype and a female gender-identity can lead to low science self-concept, which consequently can result in low science achievement.
This project aims to investigate the relation between stereotypes and female achievement in German science Olympiads by conducting a longitudinal study amongst participants. The poster introduces the project and discusses hypotheses regarding gender differences among (un)successful participants and dropouts.
