IMPLEMENTING GENDER-FAIR TEACHING IN A RURAL HIGH SCHOOL SCIENCE CLASSROOM

Rural Educator, The, Winter 2003 by Lindstrom, Heidi L, Tracy, Dyanne M

The mission statement from the first author's rural high school reads as follows:

The mission of Marine City High School, in cooperation with the students, parents, and community is to prepare students to succeed as socially responsible contributing members of an ever-changing global society.

The first author is a science teacher who has recently taken on an additional "mission" to implement gender-fair teaching in an effort to allow students to truly envision themselves anywhere in "an ever-changing global society."

A teacher can be a powerful influence on the lives of his/her students. Lacking gender equitable teaching behaviors and techniques to develop an equitable curriculum, many teachers ignore the differences in the learning styles and personal expectations of their students. "True equity allows all learners to extend their interest and behaviors beyond their traditionally prescribed gender roles, thus ensuring a wider range of academic competencies and occupational opportunities (Rodrick & Tracy, 2001, p. 33).

Gender Differences in the Pursuit of Higher-Level Science and Mathematics

During high school years, girls have been found to put more limits on their career choices than boys (Farmer, 1995). When young females restrict their career options, they greatly limit their livelihoods and future contributions in a world where they represent half of the population. This is especially true for the fields of science and math. Moffat (1992) reported that females correlate taking higher-level math and science courses in high school only with a decision to pursue a career in science.

Nearly a decade ago, the Michigan State Office for Sex Equity in Education concluded that the goals of equity and the realization of all human potential remained unachieved (Michigan State Board of Education, Office for Sex Equity in Education, 1992). Students who are bound by restrictive stereotypes may not develop to their full potential (Office for Sex Equity in Education, Michigan State Board of Education, 1992).

"Restrictive stereotypes" are still a part of the gender socialization process. Those who influence gender socialization can be grouped into five categories: (a) significant caregivers, (b) siblings, (c) peers, (d) media and, (e) teachers/counselors. The first author's intent was to help her rural students unlearn restrictive stereotypes related to science, occupational aspirations (Haller & Virkler, 1993; Rojewski, 1995), and everyday social interactions.

Providing all students with role models is a strong force in motivating them and a realization that gender should not hinder their success in math and science (Norby & Mitchell, 1997). Young females today battle stereotypes where appearance is more important for women than for men, leading to the message that relationships are more important for women than occupations or careers (Henry J. Kaiser Family Foundation, 1997). Both girls and boys obtain most of their role models from sources in the media. Young adolescents are exposed to a wide variety of both positive and negative role models on television, movies, magazines, music videos, commercials, advertisements, and the Internet. However, very few of these role models will lead young people into careers in science and math. Students who expressed interest in science careers could name specific adult role models who sparked an interest in science for them (Moffat, 1992).

Rural Students' Pursuit of Higher-Level Science and Mathematics

Students living in rural areas may not be exposed to science and math role models. It is imperative that teachers provide rural students with specific sciencerelated role models since research shows that media fails. Cobb, Mclntire, & Pratt (1989) gathered data in a longitudinal survey called High School and Beyond. This report compared urban and rural young people and confirmed that rural young felt that their parents supported taking full-time jobs, attending trade schools, or entering the military over attending college. Obtaining a secure job and adequate income ranked higher for rural than urban students.

However, when Tennessee Technological University implemented a science enrichment program for rural females, tests measuring attitudes towards science and self-image indicated a positive change (Swindell & Phelps, 1991). "Sex-bias expectations based on dysfunctional gender-role socialization must be challenged because of its impact on students' future lives. It shapes their self-image and self-esteem; influences their educational choices and future career options; and forms the basis for how women and men will interact with one another" (Michigan State Board of Education,Office for Sex Equity in Education, 1992, p. 19).

Moffat (1992) found that a student's attitudes towards science decreased with increasing grade level. Therefore, it is at the high school level that teachers need to regain a student's interest in science and math and provide them with positive role models so that they may feel successful and keep career opportunities open in these areas. Not surprisingly, Stitt-Gohdes (1997) found that "students of all ages spend much more of their time with the classroom teacher than the guidance counselor" (p. 54).