In this work 244 more able first year boys and girls in mixed comprehensive schools were tested with a variety of science and mathematics knowledge and attitude tests. It was shown that significant sex difference effects only emerged on those tests not used in schools. This supports the general school view that no sex difference effects are apparent until option choices are made in the third year. Suggestions for possible solutions to the problems of girls opting out of the physical sciences are given.
Get full access to this article
View all access options for this article.
References
1.
HarveyT. J., ‘Girls and Physical Science’, Journal of Further and Higher Education. Vol. 4 No. 3.,1980.
2.
HarveyT. J., ‘The Relative Importance of Physics at School and University for Male and Female’. The School Science Review, Vol. 6 No. 271., 1980.
3.
WoolnoughB. E., ‘A Further Look at some Old Myths’, Education in Science, June1979.
4.
TobiasS.DonadyB., ‘Counselling the Maths Anxious’, Unpublished M.S., Wesleyan University, 1976.
5.
FoxL. H., ‘Mathematically precocious: Male or Female?’ in FennemaE. (ed) Mathematics and Learning: What Research says about Sex Differences, Columbia Science Centre, College of Education, Ohio State University, 1975.
6.
ErnestJ., ‘Mathematics and Sex’, American Mathematics Monthly, Vol. 83., 1976.
7.
WittigM. A., ‘Sex Differences in Intellectual Functioning: How much difference do genes make?’ Sex Roles, Vol. 2, 1976.
8.
FennemaE.ShermanJ., ‘Sex-related differences in mathematics achievement, spatial visualization and affective factors’, American Educational Research Journal, Vol. 14 No. 1., 1977.
9.
HarveyT. J.WarehamM., ‘An Investigation into Sex Differences in Certain Aspects of Science Practical Work with First Year Secondary School Pupils in Single Sex and Mixed Teaching Groups’. Awaiting publication in Research in Science and Technological Education, 1984.
