Abstract
The purpose of this chapter is to provide an overview of the status of science education in the Arab states and to analyze problems of access and quality with a focus on the status of women in science education and the sociocultural factors that constrain their ability to go beyond a certain stage in development and role in society. This analysis adopts a sociocultural perspective which maintains that behavior and mental processes are shaped not only by prior learning experiences and other internal psychological processes but also by the prevailing social and cultural context. Finally, the analysis is conducted in light of the pressing need in Arab states to prepare all citizens – not only the fortunate ones who receive quality education – to be scientifically and technologically literate in order for them to succeed in a world that is becoming a global village, where competition is extremely high and knowledge is being produced at such a high rate that catching up is extremely difficulty even for people who are highly educated.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsNotes
- 1.
Qatar and Jordan participated in PISA in 2006 and 2009; Tunisia participated in 2003, 2006, and 2009, while Dubai participated in 2009.
References
AED. (2009). AED uses social media to show that science is ‘a girl thing’. Retrieved from http://www.aed.org/News/Releases/science_girl_thing.cfm
Ambusaidi, A., & Elzain, M. (2008). The science curriculum in Omani schools: Past, present and future. In R. Coll & N. Taylor (Eds.), Science education in context (pp. 85–97). Rotterdam: Sense Publishers.
BouJaoude, S. (2002). Balance of scientific literacy themes in science curricula: The case of Lebanon. International Journal of Science Education, 24, 139–156.
BouJaoude, S. (2006). Bridging the gap between scientists and science educators in the Arab Region. Report presented at the Expert Group Meeting on “Bridging the Gap between Scientists and Science Educators”, organized and sponsored by the UNESCO Office, Cairo, Egypt, from January 29 – February 1, 2006. (An executive summary of this article appeared in a UNESCO Cairo Office document with the same title.)
BouJaoude, S., & Dagher, Z. (2009). Introduction: Science education in Arab states. In S. BouJaoude & Z. Dagher (Eds.), The world of science education: Arab states (pp. 1–8). Rotterdam. The Netherlands: Sense Publishers.
BouJaoude. (2010). Competencies and educational structures needed to prepare secondary students for the 21st century. Paper presented at a symposium organized by the Ministry of Education in the United Arab Emirates in cooperation with the Arab Bureau of Education for the Gulf States, February 24, 2010.
Brand, B. R., Glasson, G. E., & Green, A. M. (2006). Socio-cultural factors influencing students’ learning in science and mathematics: An analysis of the perspectives of African American students. School Science and Mathematics, 106(5), 228–236.
Carter, L. (2007). Socio-cultural influences on science education: Innovation for contemporary times. Science Education, 92, 165–181.
Cowie, B. (2005). Student commentary on classroom assessment in science: A sociocultural interpretation. International Journal of Science Education, 27(2), 199–214.
Dagher, Z. (2009). Epistemology of science in curriculum standards of four Arab countries. In S. BouJaoude & Z. Dagher (Eds.), The world of science education: Arab states (pp. 41–60). Rotterdam: Sense Publishers.
Dagher, Z., & BouJaoude, S. (2011). Science education in Arab states: Bright future or status quo? Studies in Science Education, 47, 73–101.
Else-Quest, N., Hyde, J., & Linn, M. (2010). Cross-national patterns of gender differences in mathematics: A meta-analysis. Psychological Bulletin, 136(1), 103–127.
Greaney, V., & Kellaghan, T. (1995, March). Equity issues in public examinations in developing countries (World Bank Technical Paper Number 272). World Bank Publications, Retrieved from http://www.u4.no/document/showdoc.cfm?id=81
Hammoud, H. (2005). Illiteracy in the Arab world: Background paper prepared for the Education for All Global Monitoring Report 2006. Retrieved from http://unesdoc.unesco.org/images/0014/001462/146282e.pdf. The data were compiled from EFA Global Monitoring Report 2005
Haste, H. (2004). Science in my future: A study of values and beliefs in relation to science and technology amongst 11–21 year olds. London: Nestle Social Research Programme.
Innabi, H., & Dodeen, H. (2006). Content analysis of gender-related differential item functioning TIMSS items in mathematics in Jordan. School Science and Mathematics, 106(8), 328–337.
Islam, S. (2007). Women in science: The regional perspective. Paper presented at the International Conference on Women Leaders in Science, Technology and Engineering, Kuwait, January 2007. Retrieved from http://www.authorstream.com/Presentation/Mertice-20041-0201kuwait-presentation-si-Please-Note-Objectives-Status-Women-Arab-Region-University-Education-Scie-as-Entertainment-ppt-powerpoint/
Jordanian Ministry of Education. (2003). General framework: Curriculum and assessment. Amman: Author.
Koushki, P. A., Al-Sanad, H. A., & Larkin, A. M. (1999, January). Women engineers in Kuwait: Perception of gender bias. Journal of Engineering Education, 88, 93–97.
Lemke, J. L. (2001). Articulating communities: Socio-cultural perspectives on science education. Journal of Research in Science Teaching, 38(3), 296–316.
Loughborough University – United Kingdom. (2000). Barriers to tertiary education. opportunity. Retrieved from http://www.lboro.ac.uk/orgs/opp2000/chap2c.htm
National Center for Education Statistics. (2009). Program for international student assessment (PISA). Retrieved from http://nces.ed.gov/surveys/pisa/faq.asp
Nour, S. (2003, December 16–18). Science and Technology (S & T) Development Indicators in the Arab Region: A comparative study of Arab Gulf and Mediterranean countries. Paper Submitted for the ERF 10th Annual Conference, Morocco.
Queen's University. (2007, March 13). Palestinian girls living in war zones outperform boys academically. Retrieved from http://www.sciencedaily.com/releases/2007/03/070312073650.htm
Robbins, J. (2005). ‘Brown Paper Packages’? A sociocultural perspective on young children’s ideas in science. Research in Science Education, 35, 151–172.
Sjøberg, S., & Schreiner, C. (2005). How do learners in different cultures relate to science and technology? Asia‐Pacific Forum on Science Learning and Teaching, 6(2), 1–17.
Spelke, E. S. (2005). Sex differences in intrinsic aptitude for mathematics and science? A critical review. American Psychologist, 60(9), 950–958.
UNDP. (2002). Arab human development report 2002. New York, NY: Author.
UNDP. (2006). Towards the rise of women in the Arab World, Arab human development report 2005. New York: Author.
UNDP/RBAS. (2002). Creating opportunities for future generations. Arab human development report 2002. New York: Author.
UNDP/RBAS. (2003). Building a knowledge society. Arab human development report 2003. New York: Author.
UNESCO. (1999). Women, science and technology towards a new development. Retrieved from http://unesdoc.unesco.org/images/0011/001181/118131e.pdf
UNESCO. (2004). Arab network for women in science and technology (ANWST). Retrieved from http://www.unesco.org/new/en/natural-sciences/science-technology/sti-policy/global-focus/gender-issues/arab-networks
UNESCO. (2008a). EFA global monitoring report 2008: Education for all by 2015 will we make it? Retrieved from http://unesdoc.unesco.org/images/0015/001547/154743e.pdf
UNESCO. (2008b). Improving science education in the Arab States: Lessons learned from education practices in four developed countries. Retrieved from http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Cairo/pdf/Education/Improving_Science_Education.pdf
UNESCO. (2010a). UNESCO world science report 2010: The current status of science around the world. Retrieved from http://unesdoc.unesco.org/images/0018/001899/189958e.pdf
UNESCO. (2010b). Education for all global monitoring report: Reaching the marginalized. Retrieved from http://unesdoc.unesco.org/images/0018/001866/186606E.pdf
UNESCO. (2011). EFA Global Monitoring Report: The hidden crisis: Armed conflict and education. Retrieved from http://unesdoc.unesco.org/images/0019/001907/190743e.pdf
UNICEF. (2003). The state of the world’s children 2004. New York: UNICEF.
UNICEF. (2005). Progress for children: A report card on gender parity and primary education. Retrieved from http://www.unicef.org/progressforchildren/2005n2/PFC05n2en.pdf
University of Wisconsin – Milwaukee. (2008, September 8). Tracking the reasons many girls avoid science and math. ScienceDaily. Retrieved July 4, 2011, from http://www.sciencedaily.com/releases/2008/09/080905153807.htm
USAID. (2008). Education from a gender equality perspective. Retrieved from http://www.ungei.org/resources/files/Education_from_a_Gender_Equality_Perspective.pdf
Valverde, G. (2005). Curriculum Policy seen through high-stakes examinations: Mathematics and biology in a selection of school leaving examinations from the Middle East and North Africa. Peabody Journal of Education, 80, 29–55.
Von Secker, C. E., & Lissitz, R. W. (1999). Estimating the impact of instructional practices on student achievement in science. School Science and Mathematics, 36(10), 1110–1126.
World Bank. (2008). The road not traveled: Education reform in the Middle East and North Africa. Retrieved from http://siteresources.worldbank.org/INTMENA/Resources/EDU_Flagship_Full_ENG.pdf
World Bank. (2011). Learning for all: Investing in people’s knowledge and skills to promote development. Retrieved from http://siteresources.worldbank.org/EDUCATION/Resources/ESSU/Education_Strategy_4_12_2011.pdf
Acknowledgments
We wish to acknowledge the support of Ms. Christine Asaad and Ms. Dina Selim during the writing of this chapter.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2013 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
BouJaoude, S., Gholam, G. (2013). Gender and Science in the Arab States: Current Status and Future Prospects. In: Mansour, N., Wegerif, R. (eds) Science Education for Diversity. Cultural Studies of Science Education, vol 8. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4563-6_17
Download citation
DOI: https://doi.org/10.1007/978-94-007-4563-6_17
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-4562-9
Online ISBN: 978-94-007-4563-6
eBook Packages: Humanities, Social Sciences and LawEducation (R0)