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Building Their Future: Girls and Technology Education in Connecticut

Building Their Future: Girls and Technology Education in Connecticut

Why do a disproportionate number of girls turn away from math, science and technology? Research into the teaching of math and science in schools has identified a number of factors which are critical, but there has been very little attention given to technology education. In How Schools Shortchange Girls, the American Association of University Women (AAUW, 1992) reviewed the available literature. Despite the fact that there was no evidence of any innate differences in ability between men and women, they found significant differences in participation and achievement rates in math, science and technology. How do we explain these differences? Caine and Caine (1991) maintain that traditional teaching practices, classroom organization and performance testing fail to acknowledge the impact of emotions on the ability to learn. They stress the importance of connecting what is taught to the lives and interests of students. While such interconnectedness is important for all students, the authors of Women's Ways of Knowing contend that women are particularly disadvantaged by teaching methods that are not connected (Belensky,Clinchy,Goldberger and Tarule, 1989). They found that women respond...


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