DOING A SCIENCE PROJECT - GENDER DIFFERENCES DURING CHILDHOOD

By adolescence, men's participation and achievement in science exceeds women's. This article reports a case study that examined the beginnin gs of this gender differentiation during a naturally occurring academi c activity that was designed to support and guide young children's int erest in doing science. Data were collected during 2 successive years of a science fair for children in Grades 1-6 of a progressive private school. A total of 268 projects were characterized in terms of achieve ment and area of science. Parents provided information about the way c hildren selected and created projects. In both years and in all grade levels, boys tended to choose to work in the physical sciences, and gi rls in the biological and social sciences. Peer collaborations were ex clusively same sex. Achievement and parental involvement were not gend er related. Factors are discussed that might lead to an early divergen ce of boys' and girls' interests in science within a context that prom otes its exploration. (C) 1998 John Wiley & Sons, Inc.