The relationship between intervention, equity, and excellence in rural high school biology classrooms
Abstract
Current practices in science education often result in differential attitudes, achievement, and enrollment patterns of male and female students. A number of intervention strategies have been proposed to counteract the effects of differential experiences both within and outside science classrooms. This study was intended to explore the effects of spatial and quantitative skill developing activities, reduces use of competitive classroom teaching strategies, and career information on male and female students' attitudes toward science, achievement in genetics, and enrollment patterns in advanced science and mathematics courses in eight rural high school biology classrooms. The number of activities incorporated into a genetics curriculum and the amount of time spent in individual student activities had positive relationships with students' enjoyment of science, attitudes toward women in science, and gains in genetics achievement in this study. The use of small group activities was negatively related to students' impressions of the usefulness of science and confidence in their ability to do science. However, there were no relationships between any of the intervention strategies and the students' enrollment in either advanced science or mathematics courses. The Science Classroom Sex Equity Rating Scale (SCSERS) was developed to measure the use of various equitable classroom activities and teaching behaviors identified in a review of the literature. The scale was validated and field tested. Although the scale measured theoretical "equitable behaviors" of teachers, there was no relationship between teacher scores on the SCSERS and measures of students attitudes, achievement, or enrollment patterns. Examination of the relationship between teacher scores on the SCSERS and national criteria for assessing excellence in biology teaching were highly correlated. This seems to indicate a strong relationship between excellent teaching and equitable teaching even though the criteria for the two were quite different.
Degree
Ph.D.
Advisors
Kahle, Purdue University.
Subject Area
Curricula|Teaching
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