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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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