‘I don’t find it hard!’ They defied the gendered norm in science
Bibliographic Data
| ID | 21589183 |
|---|---|
| Authors | Alice Machocho Mwang’ombe (0000-0002-1983-1328, Aga Khan University-Institute for Educational Development, Tanzania, East Africa, corresponding author), Mweru Mwingi (0000-0002-9764-3277, Aga Khan University-Institute for Educational Development, Tanzania, East Africa) |
| Year | 2023 |
| Volume | 45 |
| Issue | 15 |
| Pages | 1262-1282 |
| Publication date | 2023-10-13 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2023.2199464 |
| OpenAlex | W4366778349 |
| Language | EN |
| Citations received | 3 |
| References cited | 40 |
Science, technology, engineering and mathematics (STEM) subjects offered as a discipline in schools demand that learners engage in critical thinking, problem-solving, creativity and innovation. The subjects develop logical thinking, information literacy and exploration, all essential skills to survive work-life demands in the 21st century. The reality however is that STEM is perceived as challenging to master and constructed as a masculine discipline. Therefore, there is a high prevalence of gender stereotypes affecting female access. While gendered beliefs and practices are known to reduce access to STEM, research does not accentuate the positive on women and girls that have broken the barriers in science as the few studies are predominantly from the West. However, increasingly, Kenya National Examination Council results indicate the rise of women in STEM. A selection of successful girls and teachers in a public secondary school in Taita Taveta County, Kenya was taken. Drawing from focus group discussions,interviews and documents, the qualitative study demonstrates an invincible trend where an interplay of positive influences, strong self-efficacy and motivation have become anchors toward girls’ successful engagement in STEM. Findings confirm the postulates of the expectancy-value theory that students’ self-concepts and intrinsic value determine their aspirations, subject choices and achievement
Creativity · Pedagogy · Political science · Sociology · Career Development and Diversity · Education, Achievement, and Giftedness · Gender and Technology in Education · Psychology · Social Psychology
Desiring a career in STEM‐related fields
Thematic analysis of qualitative research data
Black girls speak STEM
‘Not girly, not sexy, not glamorous’
Thematic Analysis
From expectancy-value theory to situated expectancy-value theory
Expectancy–Value Theory of Achievement Motivation
Self-efficacy
Women and science careers
I’m Not a Science Nerd!”
Not Feeling Good in STEM
The Role of Parents and Teachers in the Development of Gender-Related Math Attitudes
Science Aspirations, Capital, and Family Habitus
What Works
| Unique citing works | 3 |
|---|---|
| Citations per year | 1.5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |