Shishodia, H S. (2003). Gender and Occupational Stereotypes of Student’s Attitudes in Science and Their School Achievements in Biology and Physical Science (A Developmental Study). Unpublished. Ph.D., Education. Barakatullah Vishwavidyalaya.
The study had following objectives: 1. To develop a test of stereotyping well suited to Indian Conditions. 2. To develop a test of achievement in physical and biological sciences for class VII, VIII, IX and X 3. To develop an attitude scale to measure attitude of students towards science. 4. How do gender stereotypes correlate with their career preferences? 5. How do gender stereotypes correlate with their attitudes towards Science? 6. How do gender stereotypes of students correlate with their cognitive measure in biological sciences? 7. How do gender stereotypes of students correlate with their achievement in physical sciences? 8. How do gender stereotypes of students correlate with their achievement in biology with the advancement in their each year age count from 12 to 15 years? 9. How do students’ gender stereotypes and their attitude in science influence their achievement in biology?
376 students, 178 boys and 198 girls drawn from three schools from Standards VII, VIII and X in the age range 12+ to 15+ constituted the sample for the study.
Occupation Stereotype Inventory by Allison and Kelley, and Sex Stereotype Test by Allison have been well adapted for the Study. The investigator has constructed the Tests of Biology and Physical Sciences. The investigator developed attitude Scale for studying attitude in Science.
It is a descriptive normative survey.
The investigator has arrived at the following findings: The gender image of science has been found masculine rather than feminine. Masculine-self and feminine-self have been found to go with similar sex_career preferences. Feminine Self and Masculine Self have been found to be bipolar psychological tendencies as evinced by significantly negative correlations obtained between Feminine Self and Masculine Self of boys and girls for 12 years of children to 15 years of children. The feeling of Masculine Self increases with the advancement of the age of the child. Appearance of achievement motivation for Science at 15+ is commendable. At 12+ the students are found to merge with a strong negative feeling between Masculine Self and Feminine Self which gradually dilutes with adolescence. This bipolar attitude is diluted a little by 15+. The career preferences of Feminine Self boys and girls consistently maintain a significantly negative correlation with Career Preference for Masculine courses from 12 to 15 years of children. The age or education does not counteract this relationship. The Masculine Self of boys which was found significantly cohesive for Career Preferences for Masculine and Career Preferences for Feminine at 12+ develops aversion for CPF by 14+ but gets it diluted by 15+. The Masculine Self attraction for Masculine Career Preferences, consistently strengthens with age. This persistence denotes the increase of masculine self both in boys and girls. The BST and PST relationship has been found highly significant at all age counts from 12+ to 15+. The significantly high positive correlation obtained between MS and ATS of boys defines science as of masculine nature. Such a picture has been found ill defined in case of girls. There has been found high positive correlation between boys MS and FS, but no such relationship has been found in case of girls. The significant correlations secured by girls between FS and CPF and MS and CPM relate to girls Psychological Self intermixed with their Biological Self. Only stronger girls have been found to have affinity with masculine jobs, but their MSand FS are distinctly identified. The cultural context of boys and girls does construct their attitudes, gender andoccupational stereotypes. Both boys and girls have been found to have a highly significant positive attitude towards science much above the average count. The mean score differences of MS of boys and MS of girls as also the FS of girls and FS of boys have been found significant at .01 level.The mean score differences of CPF of boys and CPF of girls as also the CPM of girls and CPM of boys have been found significant at .01 level. Girls have been found to have an edge over boys proclaiming feminine nature of biological subjects.
Keyword(s): Gender , Occupational Stereotypes