We face more subtle and complex issues in gender equity in the sciences than ever before. Although researchers have proposed various interventions and solutions, one area that has received little attention is professional development for teachers. We synthesized 170 projects, sponsored by NSF and AAUW, which included professional development on gender equity in science, technology, engineering, and mathematics (STEM). We examined the projects on three effects: 1) student engagement in inquiry; 2) sustainability over the long-term; and 3) integration of professional development and the classroom. Our results indicate that most gender equity professional development in STEM lacks essential elements to effectively promote and implement gender equity in the classroom. Half of the projects did not address science and mathematics content and 84 percent did not include inquiry, an integral component of quality professional development. We discuss implications given the current state of gender equity in the sciences.
Get full access to this article
View all access options for this article.
References
1.
Abdal-Haqq (1995). Making time for teacher professional development (Digest 95-4, 1995). Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education.
2.
ACT Inc., (2001). Academic abilities and nonacademic characteristics of ACT-test graduates. Iowa City, IA: ACT Inc.
3.
American Association of University Women Educational Foundation (2004). Under the microscope: A decade of gender equity projects in the sciences. Washington, DC: AAUW.
4.
BakerG. C. (1977). Multicultural imperatives for curriculum development in teacher education. Journal of Research and Development in Education, 11, 70—83.
5.
BanksJ. A., CooksonP., GayG., HawleyW. D., IrvineJ. J., NietoS., SchofieldJ. W., and StephanW. G. (2001). Diversity within unity: Essential principles for teaching and learning in a multicultural society. Phi Delta Kappan, 83(3), 196—203.
6.
BrownA. L., GreenoJ. G., LampertM., MehanH., and ResnickL. B. (1999, March). Recommendations regarding research priorities: An advisory report to the National Education Research Policy and Priorities Board. New York: National Academy of Education.
7.
CampbellP. B. (1995). Redefining the “girl problem in mathematics.” In SecadaW.G., FennemaE., and ByrdL. (Eds.) New directions for equity in mathematics education (pp. 225—241). New York: Cambridge University Press.
8.
ClewellB., and CampbellP. (2002). Taking stock: Where we've been, where we are, where we're going. Journal of Women and Minorities in Science and Engineering, 8(3), 265—284.
9.
LytleS. (1999). Relationships of knowledge and practice: Teacher learning in communities. In Iran-NejadA., and PearsonP.D. (Eds.) Review of research in education (pp. 249—305). Washington, DC: American Educational Research Association.
10.
BoardCollege (2001). The College Board national high school survey report. New York: College Board.
11.
FalkJ., DonovanE., and WoodsR. (2001). Free-choice science education: How we learn science outside of school. New York: Teachers College Press.
12.
FrankeM. L., CarpenterT., FennemaE., AnsellE., and BehrendJ. (1998). Understanding teachers’ self-sustaining change in the context of professional development. Teaching and Teacher Education, 14, 67—80.
13.
GayG. (1977). Curriculum for multicultural teacher education. In KlassenF.J., and GollinickD.M. (Eds.), Pluralism and the American teacher: Issues and case studies (pp. 31—62). Washington, DC: American Association of College for Teacher Education.
14.
Greenberg-Lakes Analysis Group. (1990). Shortchanging girls, shortchanging America. Washington, DC: American Association of University Women.
15.
HardingS. (1986). The science question in feminism. Ithaca, NY: Cornell University Press.
16.
HardingS. (1991). Whose science? Whose knowledge?Ithaca, NY: Cornell University Press.
17.
HardingS. (1993). Rethinking standpoint epistemology: What is “strong objectivity?” In AlcoffL., and PotterE. (Eds.), Feminist epistemologies (pp. 40—82). New York: Routledge.
18.
HydeJ., FennemaE., RyanM., FrostL., and HoppC. (1990) Gender comparisons of mathematics attitudes and affect: A meta-analysis. Psychology of Women Quarterly, 14(3), 299—324.
19.
KahleJ. B., and DamnjanovicA. (1994). The effect of inquiry activities on elementary students’ enjoyment, ease, and confidence in doing science: An analysis by sex and race. Women and Minorities in Science and Engineering, 1, 17—28.
20.
KarpK. (1988). The teaching of elementary school mathematics: The relationship between how mathematics is taught and teacher attitudes. Unpublished doctoral dissertation, Hofstra University.
21.
KrajcikJ. S., BlumenfeldP. C., MarxR. W., and SollowayE. (1999). Instructional, curricular, and technical supports for inquiry in science classrooms. In MinstrellJ., and ZeeE.V. (Eds.), Inquiry into inquiry science learning and teaching. Washington, DC: American Association for the Advancements of Science Press.
22.
LeeV., and SmithJ. (1996). Collective responsibility for learning and its effects on gains in achievement and engagement for early secondary school students. American Journal of Education, 104(2), 103—147.
23.
LittleJ. W. (1993). Teachers’ professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15(2), 129—151.
24.
MockK. R. (1983). The successful multicultural teacher. History and Social Science Teacher, 19, 87—97.
25.
National Science Foundation. (2002). Women, minorities, and persons with disabilities in science and engineering: 2002. Arlington, VA: NSF.
26.
Nickolai-MaysS., and DavisJ. L. (1986). In-service training of teachers in multicultural urban schools: A systematic model. Urban education, 21(2), 169—79.
27.
PutnamR., and BorkoH. (1997). Teacher learning: Implications of the new view of cognition. In BiddleB., GoodT., and GoodsonI. (Eds.) The international handbook of teachers and teaching. Boston, MA: Kluwer.
28.
SleeterC. E. (1992). Keepers of the American Dream: A Study of staff development and multicultural education. New York: Taylor & Francis.
29.
SleeterC. E. (1997). Mathematics, multicultural education, and professional development. Journal for Research in Mathematics Education, 28(6), 680—696.
30.
WilsonS. M., and BerneJ. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 24, 173—209.
31.
YinR. K., and HealdK. A. (1975). Using the case survey method to analyze policy studies. Administrative Science Quarterly, 20, 371—381.
