Gendered Science: Representational Dynamics in British Columbia Science Textbooks over the Last Half Century

  • Paz Villar Sociology, UBC
  • Neil Guppy Sociology, University of British Columbia

Abstract

Gender continues to segregate schools despite substantial progress in promoting genderequity. The practice of science has long been associated with masculinity (e.g., rational, objective, and unemotional) but there have been recent attempts to assert a more nuanced gender balance in science education. These would include highlighting female scientists in curricula, teaching science in ways more appealing to both girls and boys, and providing female as well as male role models in textbooks. The concepts gender balance, gender roles, and gender framing are used to focus our analyses. We investigate the representation
of gender by analyzing images and the context surrounding these images in BC science textbooks used in Grades 7 to 11.

Author Biographies

Paz Villar, Sociology, UBC
Sociology  Student
Neil Guppy, Sociology, University of British Columbia
Sociology  Professor
Published
2015-08-24
How to Cite
Villar, P., & Guppy, N. (2015). Gendered Science: Representational Dynamics in British Columbia Science Textbooks over the Last Half Century. Canadian Journal of Education/Revue Canadienne De l’éducation, 38(3), 1-24. Retrieved from https://journals.sfu.ca/cje/index.php/cje-rce/article/view/1877
Section
Articles