Publication: Referentes en la enseñanza de la ciencia, ¿persisten las diferencias de género?. Estudio empírico de conocimiento de científicas y científicos y su influencia en la vocación científica en un instituto de Madrid
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2020-07-14
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Abstract
El presente estudio evalúa las diferencias entre los científicos y las científicas que conoce el alumnado de secundaria y bachillerato de un instituto de la zona sur de la ciudad de Madrid (IES Parque de Aluche). Se ha realizado una encuesta al estudiantado de todos los niveles para determinar los nombres de científicos y científicas que conocen, así como por las profesiones que les gustaría desempeñar. Los resultados muestran que existen notables diferencias tanto en la cantidad de referentes como en las áreas de actividad de los mismos, en función del género. Los científicos hombres son mucho más numerosos, y mayoritariamente se dedican a campos relacionados con la física o ingenierías. Las científicas que se conocen son más escasas en número y realizan su actividad predominantemente en biología y ramas relacionadas. Además, las científicas nombradas son frecuentemente más modernas que los científicos masculinos. Los resultados obtenidos en la prospección de profesiones deseadas por el alumnado revelan que muchas mujeres quieren dedicarse a la ciencia, pero mayoritariamente en el ámbito sanitario. Para los hombres, la opción de la ciencia es menos popular, pero repartida más homogéneamente entre las distintas ramas. En conjunto, se muestra que la infrarrepresentación de las mujeres en la ciencia está presente en este instituto, con el consecuente refuerzo de estereotipos de género, que también se reflejan en las profesiones deseadas por el alumnado de uno y otro género. Los resultados de este estudio deberían de servir como herramienta para el profesorado, para la detección de mensajes que, intencionales o no, potencian la discriminación de género, derivados de los contenidos y modo de impartir sus clases.
This study evaluates the students' knowledge of male and female scientists in a high school in south Madrid (IES Parque de Aluche). Surveys were conducted to address the names of the scientists known by the students, as well as the profession they would like in the future. The results show remarkable differences in the number of scientists known based on gender, as well as differences in the areas where those scientists work. Male scientists are more numerous and mainly focus on physics and engineering-related fields. Female scientists known by students are scarce and related mainly to biology and related fields. Moreover, female scientists mentioned are contemporary more often than male scientists. Regarding ocupation choice, the results show that a great number of female students would choose a science field, but mainly in health-related areas. Whether for male students, the science option is less appealing, they distribute homogeneously on all regarded areas relate to science. Overall, the result showed a clear underrepresentation of female scientist models, therefor enhancing gender stereotypes relate to science. These stereotypes reflect as well in the job choices of the students. The results of the present study can be used by teachers as a tool to detect gender discrimination messages present in their subjects (even unconscious or subtle messages) or that emerge from the choice of contents or the way to present these contents.
This study evaluates the students' knowledge of male and female scientists in a high school in south Madrid (IES Parque de Aluche). Surveys were conducted to address the names of the scientists known by the students, as well as the profession they would like in the future. The results show remarkable differences in the number of scientists known based on gender, as well as differences in the areas where those scientists work. Male scientists are more numerous and mainly focus on physics and engineering-related fields. Female scientists known by students are scarce and related mainly to biology and related fields. Moreover, female scientists mentioned are contemporary more often than male scientists. Regarding ocupation choice, the results show that a great number of female students would choose a science field, but mainly in health-related areas. Whether for male students, the science option is less appealing, they distribute homogeneously on all regarded areas relate to science. Overall, the result showed a clear underrepresentation of female scientist models, therefor enhancing gender stereotypes relate to science. These stereotypes reflect as well in the job choices of the students. The results of the present study can be used by teachers as a tool to detect gender discrimination messages present in their subjects (even unconscious or subtle messages) or that emerge from the choice of contents or the way to present these contents.