Gender differences in students' experiences, interests, and attitudes toward science and scientists

The purpose of this study was to examine sixth grade students' attitudes an d experiences related to science. The study involved 437 students who compl eted a survey designed to elicit students' perceptions of science and scien tists, out-of-school science experiences, science topics of interest, and c haracteristics of future jobs. Results showed that for this sample there co ntinue to be significant gender differences in science experiences, attitud es, and perceptions of science courses and careers. Males reported more ext racurricular experiences with a variety of tools such as batteries, electri c toys, fuses, microscopes, and pulleys. Females reported more experiences with bread-making, knitting, sewing, and planting seeds. More male than fem ale students indicated they were interested in atomic bombs, atoms, cars, c omputers, x-rays, and technology, whereas more females reported interest in animal communication, rainbows, healthy eating, weather, and AIDS. In addi tion, when asked about future jobs, male and female students' responses dif fered by gender. Males saw variables such as controlling other people, beco ming famous, earning lots of money, and having a simple and easy job as imp ortant. Females, more than males, wanted to "help other people." Students' perceptions of science showed that significantly more females than males re ported that science was difficult to understand, whereas more males reporte d that science was destructive and dangerous, as well as more "suitable" fo r boys. (C) 2000 John Wiley & Sons, Inc.