Abstract
It is anticipated that by the year 2000 Canadian women will make up approximately 50% of the Canadian labour force. Despite this seemingly positive trend toward equitable gender-based participation in the labour force, females are extremely under represented in the scientific and technological fields (Statistics Canada, 1993). Females who are excluded or exclude themselves from the study of mathematics and science, limit career options and advancement opportunities in areas that drive and dominate social and economic trends. The underutilization of females in careers dependent upon science and mathematics expertise extends beyond the issue of individual actualization of potential, and has important consequences for society; significantly, as a threat to the economic prosperity of the nation. The key questions associated with this problem are: What are the factors which delimit and enhance female participation and achievement in the sciences? What can counsellors, educators and parents do to change this trend? Previous research has explored several dimensions, however, the greatest emphasis has been given to the particular barriers girls and women face. Relatively limited work has been given to factors associated with female success in the sciences. This paper reviews our current understanding of the problem, and describes a current research study that attempts to address some of the problems associated with previous theory and research in this area.
Similar content being viewed by others
References
Barba, R. & Cardinale, L. (1991). Are females invisible students? An investigation of teacher-student questioning interactions. School Science and Mathematics 91: 306-310.
Belenky, M. F., Clinchy, B. V., Goldberger, N. R. & Tarule, J. M. (1986). Women's Ways of Knowing: The Development of Self, Voice and Mind. New York: Basic Books.
Blair, V. & Lupart, J. L. (1996). A study of female persistence and withdrawal from university mathematics programs. Exceptionality Education Canada 6(2): 51-73.
Bossert, S. (1981). Understanding sex differences in children's classroom experiences. Elementary School Journal 81: 254-266.
Brown, L. M. & Gilligan, C. (1992). Meeting at the Crossroads: Women's Psychology and Girls' Development. New York: Ballantine Books.
Callahan, C. M. (1980). The gifted girl: An anomaly? Roeper Review 2: 16-20.
Callahan, C. (1991). Update: Gifted females. Journal for the Education of the Gifted 14(3): 284-311.
Card, J. J., Steele, L. & Abeles, R. P. (1980). Sex differences in realization of potential for achievement. Journal of Vocational Behavior 17: 1-20.
Chipman, S. F., Brush, L. R. & Wilson, D. M. (1985). Women and Mathematics: Balancing the Equation. New Jersey: Lawrence Erlbaum Associates.
Clewell, B. C., Anderson, B. T. & Thorpe, M. E. (1992). Breaking the Barriers: Helping Female and Minority Students Succeed in Mathematics and Science. San Francisco: Jossey-Bass Publishers.
Crawford, M. & Gentry, M. (1989). Gender and Thought: Psychological Perspectives. New York: Springer-Verlag.
Crombie, G., Bouffard-Bouchard, T. & Schneider, B. (1992). Gifted programs: gender differences in referral and enrollment. Roeper Review 36(4): 213-214.
Csikszentmihalyi, M. & Robinson, R. (1986). Culture, time and the development of talent. In R. Sternberg & J. Davidson (eds.), Conceptions of Giftedness (pp. 264-284). Cambridge: Cambridge University Press.
Dorsel, T. & Wages, C. (1993). Gifted residential education outcomes are largely favourable but there are some cautions. Roeper Review 15(4): 239-242.
Eccles, J. (1985). Model of students' mathematics enrollment decision. Educational Studies in Mathematics 16: 311-314.
Eccles, J. (1986a). Social forces shape math attitudes and performance. Signs 11: 367-380.
Eccles, J. (1986b). Gender-roles and women's achievement. Educational Researcher 15(6): 15-19.
Eccles, J. (1987). Gender roles and women's achievement-related decisions. Psychology of Women Quarterly 11: 135-172.
Eccles, J. (1994). Understanding women's educational and occupational choices: Applying the Eccles et al. model of achievement-related choices. Psychology of Women Quarterly 18: 585-609.
Eccles, J. S. & Harold, R. D. (1992). Gender differences in educational and occupational patterns among the gifted. In N. Colangelo, S. G. Assouline & D. L. Ambroson (eds.), Talent Development: Proceedings from the 1991 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development (pp. 2-30). Toronto: Trillium Press.
Eccles, J. & Jacobs, J. (1986). Social forces shape math attitudes and performance. Journal of Women in Culture and Society 11: 367-380.
Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C. & MacIver, D. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families. American Psychologist 48: 90-101.
Fennema, E. & Leder, G. C. (1990). Mathematics and Gender. New York: Teachers College.
Foster, V. (1992). Different but equal?: Dilemmas in the reform of girl's education. Australian Journal of Education 36(1): 53-67.
Gallagher, J. & Courtright, R. (1986). The educational definition of giftedness and its policy implications. In R. Sternberg & J. Davidson (eds.), Conceptions of Giftedness (pp. 93-111). Cambridge: Cambridge University Press.
Gilbert, L. (1985). Comments on the meaning of work in women's lives. The Counselling Psychologist 27: 129-130.
Gilligan, C. (1982). In a Different Voice: Psychological Theory and Women's Development. Cambridge, MA: Harvard University Press.
Gilligan, C. Lyons, N. & Hanmer, T. (eds.) (1990). Making Connections: The Relational Worlds of Adolescent Girls at Emma Willard School. Cambridge: Harvard University Press.
Hargreaves, A. & Earl, L. (1992). Rights of Passage. Toronto: Ministry of Education.
Hashizume, L. & Crozier, S. D. (1994). A female definition of career achievement. In J. Gallivan, S. D. Crozier & V. M. Lalande (eds.), Women, Girls, and Achievement (pp. 106-120). North York, ON: Captus Press.
Hensel, R. A. (1989). Mathematical achievement: Equating the sexes. School Science and Mathematics 89(8): 646-653.
Hollinger, C. & Fleming, E. A. (1992). Longitudinal examination of life choices among gifted and talented young women. Roeper Review 36(4): 207-212.
James, R. & Smith, S. (1985). Alienation of students from science in grades 4–12. Science Education 69(1): 39-45.
Kahle, J. & Lakes, M. (1983). The myth of equality in science classrooms. Journal of Research in Science Teaching 20(2): 131-140.
Kerr, B. (1985). Smart Girls, Gifted Women. Columbus: Ohio Psychology Publishing.
Kerr, B. A. (1985). Smart girls, gifted women: Special guidance concerns. Roeper Review 8: 30-31.
Kerr, B. A. (1994). Smart Girls Two: A New Psychology of Girls, Women, and Giftedness. Dayton: Ohio Psychology Press.
Leroux, J. (1994). A tapestry of values: Gifted women speak out. Gifted Education International 9: 167-171.
Lupart, J. L. (1992). The hidden gifted: Current state of knowledge and future research directions. In F. J. Monks & W. A. M. Peters (eds.), Talent for the Future (pp. 177-190). Assen/Maastricht, the Netherlands: Van Gorcum Publishers.
Mann, P. H. (1992). Entrepreneurship and the world of small business. G/C/T 15(1): 26-27.
Metz, S. S. (1992). ECOES: A Summer engineering and science program for high school women, G/C/T 14(3): 40-41.
Moore, A. D. & Betts, G. T. (1989, October). Evaluation of the 1988 summer enrichment program for the gifted and talented at the University of North Colorado: Paper presented at the Annual Conference of the Northern Rocky Mountain Educational Research Association, Denver, CO.
Noble, K. D. (1987). The dilemma of the gifted woman. Psychology of Women Quarterly 11: 367-378.
Nova Scotia Women's Directorate (1992). Expanding Choices: Math and Science Programs for Girls and Women. Halifax, Nova Scotia: Armour & Associates.
Piirto, J. (1991). Why are there so few? Roeper Review 13(3): 142-147.
Rand, D. & Gibb, L. H. (1989). A model program for gifted girls in science. Journal for the Education of the Gifted 12(2): 142-155.
Raymond, C. L. & Benbow, C. P. (1989). Educational encouragement by parents: Its relationship to precocity and gender. Gifted Child Quarterly 33: 144-151.
Reese, R. (1989). Project C.A.V.E.S. Gifted Child Today 12(5): 41-43.
Reis, S. M. (1995). Talent ignored, talent diverted: The cultural context underlying giftedness in females. Gifted Child Quarterly 39: 162-170.
Richert, E. S. (1991). Rampant problems and promising practices in identification. In N. Colangelo & G. A. Davis (eds.), Handbook on Gifted Education (pp. 81-96). Boston: Allyn and Bacon.
Runions, T. & Smyth, E. (1985). Gifted adolescents as co-learners in mentorships. Journal for the Education of the Gifted 8(2): 127-132.
Sadker, M. & Sadker, D. (1994). Failing at Fairness: How America's Schools Cheat Girls. New York: Scribner's Sons.
Sells, L. (1980). The mathematics filter and the education of women. In L. Fox, L. Brody & D. Tobin (eds.), Women and the Mathematical Mystique (pp. 344-354). Baltimore: John Hopkins University Press.
Silverman, L. K. (1986). What happens to the gifted girl? In C. June Maker (ed.), Critical Issues in Gifted Education: Defensible Programs for the Gifted (pp. 43-89). Rockville, MD: Aspen.
Silverman, L. (1991). Helping gifted girls to achieve their potential. Roeper Review 13(3): 122-124.
Singh, J. (1990). Improving math and science for minority students. Gifted Child Today 13(2): 6-7.
Sisk, D. (1992). Business initiative. G/C/T 15(1): 8-9.
Statistics Canada (1993). Women in the Workplace (2nd ed.). Ottawa, ON: Government of Canada.
Sternberg, R. & Davidson, J. (eds.). (1986). Conceptions of Giftedness. Cambridge: Cambridge University Press.
Terman, L. (1954). The discovery and encouragement of exceptional talent. American Psychologist 9: 221-230.
Tuckman, B. W. (1994). Conducting Educational Research (4th ed.). Fort Worth, TX: Harcourt Brace & Co.
Walker, B., Reis, S. & Leonard, J. (1992). A developmental investigation of the lives of gifted women. Roeper Review 36(3): 201-206.
Ware, N., Steckler, N. & Lesserman, J. (1985). Undergraduate women: Who chooses a science major? Journal of Higher Education 56(1): 72-83.
Wilson, M. (1991). Girls and Young Women in Education: A European Perspective. New York: Pergamon Press.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Lupart, J., Barva, C. Promoting female achievement in the sciences: Research & implications. International Journal for the Advancement of Counselling 20, 319–338 (1998). https://doi.org/10.1023/A:1005321220572
Issue Date:
DOI: https://doi.org/10.1023/A:1005321220572