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Aikansh, Ali, Hannah, and Ryan FYS 100H Dr. Cartwright 23 February 2011

Aikansh, Ali, Hannah, and Ryan FYS 100H Dr. Cartwright 23 February 2011. Gender Myth Project. Myth 1:. From the Time They Start School, Girls Are Less Interested in Science Than Boys Are. Implications. Girls just innately lack interest—they’re born that way.

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Aikansh, Ali, Hannah, and Ryan FYS 100H Dr. Cartwright 23 February 2011

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  1. Aikansh, Ali, Hannah, and RyanFYS 100HDr. Cartwright23 February 2011 Gender Myth Project

  2. Myth 1: From the Time They Start School,Girls Are Less Interested in ScienceThan Boys Are

  3. Implications • Girls just innately lack interest—they’re born that way • It is the girls’ fault for why they are not good at science • Girls will always be a minority in scientific fields • Nothing can be done to stimulate girls’ interest in science

  4. Relevant Articles 1. Constraints into Preferences: Gender, Status, and Emerging Career Aspirations by S. J. Correll 2. Discovering the Potential of Gifted Girls: The Biological and Physical Science Interests of Gifted Kindergarten by S. L. Johnson 3. Some Methodological Issues with "Draw a Scientist Tests" among Young Children by S.C. Losh, R. Wilke, and M. Pop 4. Failing at Fairness: How Our Schools Cheat Girls by M. and D. Sadker

  5. Article # 1 - Aikansh • Methods: Stereotypes were given to students. • Conclusions: Self-assessment affects aspirations. • Limitations: Undergraduate students. Teachers do not verbally stereotype. Research confirmation through other research. • Connection: It agreed with the “reality” section. According to the “reality” section, stereotypes turn girls off. If one considers being exposed to stereotypes a part of the environment, this idea parallels the study.

  6. Article # 2 -Ali • Methods: Observations/videotaping of girls taking part in five different scientific situations. They based the interest of the girls on the amount of time spend on each task. • Conclusions: Girls are interested in both biological and physical sciences equally, and are as interested in science as boys. • Limitations: Tested only gifted kindergarten girls. • Connection: The girls show equal interest in science as boys, but gender bias at home and in the school are connected to the assumption that they are less interested in science than boys.

  7. Article # 3- Hannah • Methods: Elementary students – draw a teacher, vet, and scientist • Conclusions: Mostly scientists were males; overall, mostly white males • Limitations: elementary students at laboratory school, white paper • Connection: If “draw a scientist tests’” depict an interest in science, then it supports our myth as well as the “reality” section.

  8. Article # 4 - Ryan • Methods: Direct Observation Study • Conclusions: Girls are inadvertently ignored in classrooms. • Limitations: Only tested a couple classrooms and had a very narrow perspective. • Connection: The girls lose interest in science and math fields because they do not get equal treatment. Therefore, it disproves the myth.

  9. To Agree or Not to Agree Agree Relevant articles support the conclusion of Live Science Article. It isn’t that girls are naturally uninterested, rather the influence of the environment and society’s assumption that they are not interesting. But… • Methods and details of the Live Science experiment are vague • Size of experimental groups are unclear

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