Date of Award
Thesis (On-Campus Access Only)
Gender equity has been a topic of great concern to educators nationwide. There are many motivational factors that are at work which influence whether or not girls will study science. It is advantageous for educators to be aware of the inequalities which girls face when studying science in order to identify possible gender bias. However, of the most important motivational factors are individual interests and the impact of parental support. My research has shown that views have been changing over recent years. When looking into a high school community where the numbers defy the conclusive wisdom about gender and education, one cannot help but ask if maybe the data collected thus far is insufficient to come to any conclusions about gender inequality.
Saldua, Brenda J., "Expectations and girls' choices to study upper divison high school science" (1994). College of Education. 498.