Poor interest in Physics by girls in a Coeducational Secondary School
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Studies reveal that although by certain measure, progress has been made in narrowing the gender gap over the last 30 years, girls and women continue to be underrepresented and marginalized in fields such as Physics, Engineering and Technology,without which nations cannot achieve industrial and technological advancement.Besides, it is difficult for nations to neither implement affirmative action nor achieve Millennium development Goal target 3A which is gender equality and women empowerment. Learners in Kenyan Secondary School have the option of continuing with the three sciences (Chemistry, Ph...
Studies reveal that although by certain measure, progress has been made in narrowing the gender gap over the last 30 years, girls and women continue to be underrepresented and marginalized in fields such as Physics, Engineering and Technology,without which nations cannot achieve industrial and technological advancement.Besides, it is difficult for nations to neither implement affirmative action nor achieve Millennium development Goal target 3A which is gender equality and women empowerment. Learners in Kenyan Secondary School have the option of continuing with the three sciences (Chemistry, Physics and Biology)or select any two before joining Form Three. However, very few girls choose to study Physics in Form Three.This book explores the factors that make few girls choose to study Physics in a coeducational Secondary School and reveal that: whereas home and society factors had some influence on girls choice, schooling factors greatly influenced them not to study Physics option inForm Three.The findings leads to the recommendations to teachers, school principals, teacher educators and policy makers to address these factors so as to encourage more girls to study Physics.
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