Skip to main content

Educational Policy of Accountability and Women’s Representation in Science

The Specter of Unintended Consequences

  • Chapter
Celebrating the 100th Anniversary of Madame Marie Sklodowska Curie’s Nobel Prize in Chemistry

Abstract

Our world continually presents us with anomalies: Things we don’t expect. Thingsthat don’t fit our norms. These anomalies can be rejected out of hand, or they can be examined more closely to challenge our expectations for how the world works. Certainly during her lifetime, Marie Curie was seen as an anomaly. She was one the first women to be awarded a Ph.D. in Science in Europe, the first woman to win the Nobel Prize and as well as the first scientist of either gender to receive the Nobel Prize for science twice in her lifetime.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 49.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • AAUW (1998). Gender gaps: Where schools still fail our children, Washington, DC: Author. Retrieved fromhttp://www.aauw.org/learn/research/upload/GGES.pdf

  • AAUW. (2008). Where the girls are: The facts about gender equity in education, by C. Corbett, C. Hill, & A. St. Rose. Washington, DC: Author. Retrieved fromhttp://www.aauw.org/learn/research/upload/whereGirlsAre_execSummary.pdf

  • AAUW (2010). Why so few: Women in science, technology, engineering and mathematics, by C. Corbett, C. Hill, & A. St. Rose. Washington, DC: Author. Retrieved fromhttp://www.aauw.org/learn/research/upload/whysofew.pdf

  • Baker, D. (2002). Where is gender and equity in science education? Journal of Science Teacher Education, 39(8), 659–663.

    Google Scholar 

  • Barton, A. C. (1998a). Feminist science education. New York: Teachers College Press.

    Google Scholar 

  • Barton, A. C. (1998b). Teaching science with homeless children: Pedagogy, representation, and identity. Journal of Research in Science Teaching, 35(4), 379– 394.

    Article  Google Scholar 

  • Brickhouse, N. (2001). Embodying science: A feminist perspective on learning. Journal of Research in Science Teaching, 38(3), 282–295.

    Article  Google Scholar 

  • Brickhouse, N., Lowery, P., & Schultz, K. (2000). What kind of a girl does science? A construction of school science identities. Journal of Research in Science Teaching, 37(5), 444–458.

    Article  Google Scholar 

  • Buxton, C. (2006). Creating contextually authentic science in a low performing urban elementary school. Journal of Research in Science Teaching, 43(7), 695–721.

    Article  Google Scholar 

  • Buxton, C. & Lee, O. (2010). Fostering scientific reasoning as a strategy to support science learning for ELLs. In D. Senal, C. Senal, & E. Wright (Eds.), Teaching science with Hispanic ELLs in K–16 classrooms (pp. 11–36). Charlotte, NC: Information Age Publishing.

    Google Scholar 

  • Ceci, S. J., Williams, W. M., & Barnett, S. M. (2009). Women’s underrepresentation in science: Sociocultural and biological considerations. Psychological Bulletin, 135(2), 218–261.

    Article  Google Scholar 

  • Cuban, L. (1988). A fundamental puzzle of school reform. Phi Delta Kappan, 69(5), 341–344.

    Google Scholar 

  • Curie, M. (1923). Pierre Curie (translated by C. Kellogg & V. Kellogg). New York: The Macmillan Company.

    Google Scholar 

  • De Welde K, Laursen S, Thiry H. (2011). SWS Fact Sheet: Women in Science, Technology, Engineering and Math (STEM). Sociologists for Women in Society.http://www.socwomen.org/index.php?ss=25

  • DeWandre, N. (2002). Women in science: European strategies for promoting women in science. Science 295(5553), 278–279.

    Article  Google Scholar 

  • Kahle, J. B. (2004). Will girls be left behind? Gender differences and accountability. Journal of Research in Science Teaching, 41(10), 961–969.

    Article  Google Scholar 

  • Kantor, H. & Lowe, R. (2006). From New Deal to no deal: No Child Left Behind and the devolution of responsibility for equal opportunity. Harvard Educational Review, 76(4), 474–502.

    Google Scholar 

  • Hallman, L. D. (2009). Women and girls in STEM: A comprehensive approach to achieving equity. A report presented to the National Science Foundation’s Committee on Equal Opportunities in Science and Engineering, Oct. 26, 2009.

    Google Scholar 

  • Harding, S. (1998). Is science multicultural? Postcolonialisms, feminisms, and epistemologies. Bloomington, IN: Indiana University Press.

    Google Scholar 

  • Hyde, J. S., Lindberg, S. M., Linn, M. C., Ellis, A.B., & Williams, C. C. (2008). Gender similarities characterize math performance. Science, 321(5888), 494–495.

    Article  Google Scholar 

  • Jones, M. G. & Wheatley, J. (1990). Gender differences in teacher-student interactions in science classrooms. Journal of Research in Science Teaching, 27(9), 861–874.

    Article  Google Scholar 

  • Lynch, S. (2001). “Science for all” is not equal to “one size fits all”: Linguistic and cultural diversity and science education reform. Journal of Research in Science Teaching, 38(5), 499–627.

    Article  Google Scholar 

  • Marx, R. W., & Harris, C. J. (2006). No Child Left Behind and science education: Opportunities, challenges, and risks. Elementary School Journal, 106(5), 467–477.

    Article  Google Scholar 

  • McDonnell, L., McLaughlin, M., & Morison, P. (1997). Educating one and all: Students with disabilities and standards-based reform. Washington, DC: National Academy Press.

    Google Scholar 

  • National Science Foundation. Division of Science Resources Statistics. (2008). Science and engineering degrees: 1966–2006. Detailed Statistical Tables) (NSF 08–321). Arlington, VA: Author. Retrieved fromhttp://www.nsf.gov/statistics/nsf08321/pdf/nsf08321.pdf

  • National Science Foundation (2009). Women, minorities, and persons with disabilities in science and engineering: (NSF 09–305). Arlington, VA: Author. Retrieved fromhttp://www.nsf.gov/statistics/wmpd

  • No Child Left Behind Act of 2001, Pub. L. No. 107–110, 115 Stat. 1425 (2002). Retrieved fromhttp://www.ed.gov/legislation/ESEA02/

  • Paige, R., Hickok, E., & Neuman, S. B. (2002, September). No child left behind: A desktop reference. Jessup, MD: Education Publications Center, U.S. Department of Education. Retrieved fromhttp://www.ed.gov/offices/OESE/reference

  • Penfield, R. D., & Lee, O. (2010). Test-based accountability: Potential benefits and pitfalls of student assessment with student diversity. Journal of Research in Science Teaching, 47(1), 6–14.

    Article  Google Scholar 

  • Pringle, R. M & Carrier Martin, S. (2005). The potential of upcoming high-stakes testing on the teaching of science in elementary classrooms. Research in Science Education, 35(2–3), 347–361.

    Article  Google Scholar 

  • Rosser, S. V. (1995). Teaching the majority: Breaking the gender barrier in science, mathematics & engineering. New York: Teachers College Press.

    Google Scholar 

  • Sadker, M., & Sadker, D. (1994). Failing at fairness. NY: Simon & Schuster.

    Google Scholar 

  • Saka, Y., Southerland, S. A., & Brooks, J. (2009). Becoming a member of a school community while working toward science education reform: teacher induction through a CHAT perspective. Science Education, 93(6), 996–1025.

    Article  Google Scholar 

  • Settlage, J., & Meadows, L. (2002). Standards-based reform and its unintended consequences: implications for science education within America's urban schools. Journal of Research in Science Teaching, 39(2), 114–127.

    Article  Google Scholar 

  • Shaver, A., Cuevas, P., Lee, O., & Avalos, M. (2007). Teachers’ perceptions of policy influences on science instruction with culturally and linguistically diverse elementary students. Journal of Research in Science Teaching, 44(5), 725–746.

    Article  Google Scholar 

  • Simpson, R. D., & Oliver, J. S. (1985). Attitude toward science and achievement motivation profiles of male and female science students in grades six through ten. Science Education, 69(4), 511–526.

    Article  Google Scholar 

  • Simpson, R. D., & Oliver, J. S. (1990). A summary of major influences on attitude toward and achievement in science among adolescent students. Science Education, 74(1), 1–18.

    Article  Google Scholar 

  • Sorby, S. A., & Baartmans, B. J. (2000). The development and assessment of a course for enhancing the 3-D spatial visualization skills of first year engineering students. Journal of Engineering Education, 89(3), 301–307.

    Google Scholar 

  • Southerland, S. A., Golden, B., & Enderle, P. (2011). The bounded nature of science: An effective tool in an equitable approach to the teaching of science. In M. Y. Khine (Ed.), Advances in the nature of science research: Concepts and methodologies. Dordrecht, The Netherlands: Kluwer Academic Publishers.

    Google Scholar 

  • Southerland, S. A., Smith, L. K., Sowell, S. P., & Kittleson, J. M. (2007). Resisting unlearning: Understanding science education’s response to the United States’ national accountability movement. Review of Research in Education, 31(1), 45–77.

    Article  Google Scholar 

  • Sowell, S. (2004). Doing gender/Teaching science: A feminist poststructural analysis of middle school science teachers’ identity negotiations. Unpublished doctoral dissertation, Florida State University, Tallahassee, FL.

    Google Scholar 

  • Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69(5), 797–811.

    Article  Google Scholar 

  • Supovitz, J. (2009). Can high stakes testing leverage educational improvement? Prospects from the last decade of teaching and accountability reform. Journal of Educational Change, 10(2), 211–227.

    Article  Google Scholar 

  • Tobin, K., Kahle, J. B., & Fraser, B. J. (Eds.) (1990). Windows into science classrooms: Problems associated with higher-level cognitive learning. London: Falmer Press.

    Google Scholar 

  • Upadhyay, B. (2009). Negotiating identity and science teaching in a high-stakes testing environment: an elementary teacher’s perceptions. Cultural Studies of Science Education, 4(3), 569–586.

    Article  Google Scholar 

  • Weinburgh, M. (1995). Gender differences in student attitudes toward science: A meta-analysis of the literature from 1970 to 1991. Journal of Research in Science Teaching, 32(4), 387–398.

    Article  Google Scholar 

  • Wennerås,C.,& Wold,A. (1997). Nepotism and sexism in peer-review. Nature,387(22),341–343.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2011 Sense Publishers

About this chapter

Cite this chapter

Southerland, S.A., Bahbah, S.U. (2011). Educational Policy of Accountability and Women’s Representation in Science. In: Chiu, MH., Gilmer, P.J., Treagust, D.F. (eds) Celebrating the 100th Anniversary of Madame Marie Sklodowska Curie’s Nobel Prize in Chemistry. SensePublishers. https://doi.org/10.1007/978-94-6091-719-6_12

Download citation

Publish with us

Policies and ethics

Societies and partnerships