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Teaching elementary science methods to women: A male professor's experience from two perspectives
Author(s) -
McGinnis J. Randy,
Pearsall Marjorie
Publication year - 1998
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/(sici)1098-2736(199810)35:8<919::aid-tea7>3.0.co;2-x
Subject(s) - obligation , assertion , science education , action (physics) , mathematics education , psychology , pedagogy , class (philosophy) , action research , sociology , epistemology , philosophy , physics , quantum mechanics , political science , computer science , law , programming language
This is an action research study using an N of one (a case study) from the theoretical stance of symbolic interaction. This study of one male science education professor's experience teaching elementary science methods to females is told from two perspectives: the perspective of the professor and of a female coresearcher. In this study, the coresearchers present their perspectives of studying the gender difference between the male professor and his female elementary science method students and the attempts he makes to implement gender inclusive pedagogy. Discussion focuses on what each has learned through this study of examining the professor's practice as he takes action to improve the teaching and learning in his science method classes predominately populated by women. A key implication from this study is the assertion that male science methods professors have a special obligation to break the cycle of inequity in science teaching and learning for females by taking action to foster a female‐friendly classroom climate and to encourage females to become engaged in class conversations and activities. However, professors should be aware that both female and male elementary teachers socialized in a system privileging men may not value efforts, or may even actively resist efforts to promote gender‐inclusive science education during science methods. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 919–949, 1998.