Gender Matters Article Swipe

Introduction: Building on the PastIn this chapter, as per the title, we build on the past, we recognize the present, and we look toward the future as we explore gender matters in science education research.Similarly to other chapters in this handbook, a departure point for this chapter is Kathryn Scantlebury's chapter with the same title, which was published in 2014 in the Handbook of Research on Science Education.We use Scantlebury's chapter as a departure point because until today it remains the most recent published work on gender and science education ofering a rich and comprehensive historical overview on how research on gender and science education has evolved over the years.In summarizing the fndings of key review studies in school education as well as women scientists, Scantlebury argues that the fndings of these review studies "suggest little has changed in the daily teaching of science in school education, and for many women, the sociocultural climate in science and science education remains chilly" (p.189).Following on this, Scantlebury goes on to summarize the fndings of two international studies (TIMSS and PISA) carried out in 2008 and 2009 and examined gender diferences in students' science achievement and attitudes toward science.For most countries there were no gender diferences on science achievement; however, more than three times the number of boys indicated interested in computing, engineering, or mathematics than girls, while more girls indicated a preference for a biology, agricultural, or health career.These diferences have been examined through research studies that followed these two international studies and focused on students' attitudes toward science.The outcomes of these studies, as Scantlebury summarized, point to structural issues and gender essentialism as impacting students' participation within the sciences.Next, Scantlebury critically synthesizes the fndings of several gender studies, ranging on purpose from an examination of learning science in diferent spaces and teachers' gendered perspectives.In discussing the fndings of these studies, Scantlebury highlights the important role that teachers play in supporting girls to engage with science as well as the possible impact that spaces outside of a formal classroom might have on positively impacting attitudes toward science.Following on this section, Scantlebury summarizes studies focused on individuals' engagement with learning science and/or as a career pathway.In doing so, she draws upon feminist theory and reviews studies in the area of science identity and physics masculinity to argue that the culture of physics needs to change its practices and image if we want more students to identify with the subject.The chapter ends with a set of recommendations for future directions based on identifed gaps in existing knowledge base and questions that remained unanswered.Some of these include the