The problem of science's masculinization in school: causes and consequences

Abstract

Women's education has been linked to the breeding of future generations for many centuries but, thanks to the social, legislative and educational changes that society has undergone, women’s education offer has been equated to that of men. This paper analyzes whether stereotypes and gender bias persist in the teaching-learning of science and what factors influence the choice of post-compulsory studies, emotions towards the T-L of the sciences and the scientific self-qualification in a sample of 186 Compulsory Secondary Education students from a religious center in Sabadell. The results show a clear internalization of gender differences and a significant presence of gender stereotypes in terms of emotions, scientific self-qualification and choice of post-compulsory studies that demonstrate the absence of inclusion of the gender perspective in education.

Keywords

• stereotypes
• science
• gender
• androcentrism