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Women and K-12 Science and Mathematics Education June 20, 1994 Hearing before the U.S. House of Reps. Subcommittee on Energy First panel: Susan McGee Bailey, Wellesley Center for Research on Women Jane Butler Kahle Susan Bailey: Currently, two main problems with women and education: 1. major reports on education have little/no recommendations, data, discussions of girls and educational reform 2. representation of women in educational leadership is lacking -girls are shortchanged in the classroom because of a number of social, interactional factors: a. teachers call on girls less b. girls are more encouraged to be good listeners, not doers c. sexual harassment abounds d. sex role stereotyping e. textbooks play into gender stereotyping -includes charts showing girls choose science less than boys Jane Kahle: NAEP date needs to break out differences in sex in each racial and ethnic category. -girls base their selections of scientific choices on what they should know, boys base on what they want to know -in the 4th grade, a differentiation can be seen of girls toward life sciences, boys toward mechanics, physical sciences p.43 -p.47 cart showing points of commonality between teachers who retain girls in science -minority females seem to have an easier time competing against boys in math and science than non-minority females Second panel: Shirley Malcom, AAAS Richard Stephens, U.S. Dept. of Energy Jane Stutsman, Deputy Asst. Dir., Human Resources, NSF Stacy Kaas, Girls, Inc. Rebecca Failor, Math/Science Network S. Malcolm: -out-of-school experiences just as significant as in-school experiences
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