International Perspectives and Recommendations on Equity and Gender: Development Studies in Science Education

Chapter

Abstract

Science teachers around the world are faced with issues related to creating educational environments that provide equal opportunities in K-12 schools, colleges, and universities for all students, regardless of gender, racial and ethnic group, or social class group. Promoting academic success for all students increases the number of students pursuing and securing careers in science-related fields, ultimately building a strong workforce, growing the world economy, and providing more economic development opportunities for all. Development studies, originating in the United Kingdom, focused on addressing these issues of concern and historically placed a strong emphasis on structuring successful and equitable educational environments. Due to its focus on social and economic development, gender equity in the classroom is not only an issue of concern in developing countries but inevitably extends to communities and regions outside of the developing world as well. This chapter provides a glimpse into relevant international findings associated with gender differentiation and teacher biases, cites exemplary reports and resources for additional information, as well as suggests pedagogical approaches gleaned from the research aimed at achieving equity in educational environments. General recommendations for creating an engaging, gender-sensitive educational experience for all students in the science classroom are included.

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Copyright information

© Springer International Publishing Switzerland 2017

Authors and Affiliations

  1. 1.College of Education & Psychology and College of EngineeringThe University of Texas at TylerTylerUSA
  2. 2.Science Education ResearchRonin InstituteMontclairUSA

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