Using Scientific Practice to Address the Girls' Crisis: Designing Science Education From a Feminist Perspective

• In Event: Marriott Roundtable Session 40
  In Roundtable Session: The Science Gender Gap: Impactful Factors and Potential Interventions

Abstract

Many young women do not see a place for themselves in science evident from the lack of young women entering and persisting in science majors and careers. In this sociocultural study, I created space that allows young women to see science as something they can do and contribute to as they engaged in a unit of study developed from a feminist perspective that uses practice as its key pedagogical strategy. Curriculum development was informed by a design-based approach and used a case study methodology to generate evidence and provide methods for evaluating this study. This curriculum unit from a feminist perspective created space in the classroom for students to incorporate science as part of a hybrid identity.

Author

• Heather Burns Page, New York City Department of Education