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Studies of gender and science have tended to overlook issues of power relationships within science and education as they have attempted to account for the lower proportion of girls and women who study science, teach science and do science. This paper argues that little will change until science is responsive to the needs and views of girls and women, and until girls and women feel a sense of empowerment with respect to science. This must become a major focus in teacher development programmes and in teacher education. Findings from a Canadian study indicate that women student teachers do sometimes encounter gender harassment at college and in schools, and that many student teachers are unaware of the need to address gender issues to make science more accessible to girls and women. In this study gender differences were found in the views of student teachers, both in their concerns about their own teaching and in how they strive to portray science as they teach.
This paper is part of the special issue on Teacher Development published in volume 16 (5) (1994).
Notes
This paper is part of the special issue on Teacher Development published in volume 16 (5) (1994).
