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The Role of Persuasive Communicators in Implementing Gender-Equity Initiatives

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Gender, Science and Mathematics

Part of the book series: Science & Technology Education Library ((STEL,volume 2))

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Abstract

At a time when gender-equity is a celebrated issue, it is unsettling to acknowledge that gender differences in science and mathematics interest and achievement continue. The small number of women who study science and mathematics in high school and beyond, the low representation of women in scientific and technological careers, and some data showing lower levels of female interest and achievement in science and mathematics have generated much debate among the experts who try to explain these events. Physiological explanations for the conspicuous gender differences in science and mathematics have been proffered (Rudisill & Morrison, 1989). However, most researchers tend to agree that the observed gender differences are due to culturally-imposed stereotypes (Hensel, 1989; Kahle & Meece 1994).

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Authors and Affiliations

  1. The University of Georgia, Athens, Georgia, USA

    Thomas R. Koballa Jr.

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  1. Thomas R. Koballa Jr.
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Editors and Affiliations

  1. Curtin University of Technology, Perth, Australia

    Lesley H. Parker , Léonie J. Rennie  & Barry J. Fraser ,  & 

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© 1996 Springer Science+Business Media Dordrecht

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Koballa, T.R. (1996). The Role of Persuasive Communicators in Implementing Gender-Equity Initiatives. In: Parker, L.H., Rennie, L.J., Fraser, B.J. (eds) Gender, Science and Mathematics. Science & Technology Education Library, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-0143-1_12

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  • DOI: https://doi.org/10.1007/978-94-011-0143-1_12

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-0-7923-3582-5

  • Online ISBN: 978-94-011-0143-1

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