The Affects of Gender Beliefs in the Classroom
Interactions of Turkish Female Science Teachers with Their Students
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Diminished numbers of women compared to men in the sciences is a reoccurring theme in education studies. It is a conundrum that exists even in the most modern countries. This book takes a critical look at why more high school girls in Turkey are not moving into professional roles as scientists but rather choosing positions in medicine or science education. A comparison of traditional, moderate, and modern female teachers in Turkish high schools clearly shows that although Turkey is quickly modernizing at the national level, traditional views of appropriate female roles and acceptable jobs perv...
Diminished numbers of women compared to men in the
sciences is a reoccurring theme in education
studies. It is a conundrum that exists even in the
most modern countries. This book takes a critical
look at why more high school girls in Turkey are not
moving into professional roles as scientists but
rather choosing positions in medicine or science
education. A comparison of traditional, moderate,
and modern female teachers in Turkish high schools
clearly shows that although Turkey is quickly
modernizing at the national level, traditional views
of appropriate female roles and acceptable jobs
pervade the educational system and can be seen in
the biased interactions of women teachers with
their female students. Female teachers expressed
attitudes and subtle behaviors send clear messages
that play a critical role in girls desire to become
scientists. This groundbreaking research will
enlighten both educators and administrators working
around the world, not just in Turkey. Students
seeking degrees in education will benefit from its
insightful model combining classroom observation,
interviews, quantitative methods, and socio-cultural
theory.
sciences is a reoccurring theme in education
studies. It is a conundrum that exists even in the
most modern countries. This book takes a critical
look at why more high school girls in Turkey are not
moving into professional roles as scientists but
rather choosing positions in medicine or science
education. A comparison of traditional, moderate,
and modern female teachers in Turkish high schools
clearly shows that although Turkey is quickly
modernizing at the national level, traditional views
of appropriate female roles and acceptable jobs
pervade the educational system and can be seen in
the biased interactions of women teachers with
their female students. Female teachers expressed
attitudes and subtle behaviors send clear messages
that play a critical role in girls desire to become
scientists. This groundbreaking research will
enlighten both educators and administrators working
around the world, not just in Turkey. Students
seeking degrees in education will benefit from its
insightful model combining classroom observation,
interviews, quantitative methods, and socio-cultural
theory.
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