Differential engagement of males and females in high school science

Abstract

The paper synthesizes the results of five qualitative investigations of high school science classrooms in Western Australia and in the state of Georgia in the United States. Gender differences were observed in each study and teachers were not aware of their occurrence. Most classes were taught in a traditional manner which emphasized whole class activities and seat work. Small groups were used only in laboratory activities. In whole class activities, male students tended to respond to teacher questions by raising their hands and calling out to a greater extent than females. During laboratory activities a small number of male students tended to dominate the use of equipment. Differences were also observed in type of off‐task behaviour exhibited by males and females. Males were frequently off‐task in a disruptive manner which involved misuse of equipment. In contrast, off‐task female students socialized with peers and groomed themselves during laboratory activities. In seat work activities, female students tended to engage in a more sustained manner than males who tended to engage intermittently. Different patterns of engagement were observed in classes which emphasized self‐paced learning. Although classroom management was difficult for teachers and a small number of students still managed to monopolize the teacher's time, female students did not appear to be disadvantaged to the same extent in self‐paced classes as they appeared to be in classes which emphasized whole class activities.