caa a22 4500 463246438 CHVBK 20180405153327.0 cr unu---uuuuu 170326e20070901xx s 000 0 eng 10.1007/s10763-006-9045-8 doi (NATIONALLICENCE)springer-10.1007/s10763-006-9045-8 Avoiding the Issue of Gender in Japanese Science Education [Elektronische Daten] [Kathryn Scantlebury, Dale Baker, Ayumi Sugi, Atsushi Yoshida, Sibel Uysal] This paper describes how the patriarchal structure of Japanese society and its notions of women, femininity, and gendered stereotypes produced strong cultural barriers to increasing the participation of females in science education. Baseline data on attitudes toward science and the perceptions of gender issues in science education, academic major and career choice were collected from 175 university students (124 female, 51 male). Students responded to a Likert scale that included the option "I don't understand the question”. All respondents took advantage of the option for items related to gender issues. On some items up to 67% of the males responded that they did not understand the question. Females in science choosing this option did not exceed 19%. In Japan, gender is an invisible, pervasive construct that impacts females' participation in science and science education. In other ways, attitudes toward science among Japanese students mirrored those found in the United States and in other countries. Respondents held the most favorable views of science when they were in elementary school and females preferred biology while males preferred the physical sciences. The exception to the Western pattern of liking science and science teachers is that male non-science majors rather than female non-science majors reported poor academic performance in elementary school, declining attitudes in middle school, and they held the most negative attitudes toward their science teacher and science subjects. National Science Council, 2006 gender issues nationallicence Japan nationallicence science education nationallicence Scantlebury Kathryn Department of Chemistry and Biochemistry, University of Delaware, 204 Brown Laboratory, 19716, Newark, DE, USA aut Baker Dale College of Education, Arizona State University, Tempe, AZ, USA aut Sugi Ayumi Department of Science Education, Hiroshima University, Hiroshima, Japan aut Yoshida Atsushi Department of Science Education, Aichi University of Education, Aichi, Japan aut Uysal Sibel College of Education, Arizona State University, Tempe, AZ, USA aut International Journal of Science and Mathematics Education Kluwer Academic Publishers 5/3(2007-09-01), 415-438 1571-0068 5:3<415 2007 5 10763 https://doi.org/10.1007/s10763-006-9045-8 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10763-006-9045-8 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Scantlebury Kathryn Department of Chemistry and Biochemistry, University of Delaware, 204 Brown Laboratory, 19716, Newark, DE, USA aut NATIONALLICENCE 700 1- Baker Dale College of Education, Arizona State University, Tempe, AZ, USA aut NATIONALLICENCE 700 1- Sugi Ayumi Department of Science Education, Hiroshima University, Hiroshima, Japan aut NATIONALLICENCE 700 1- Yoshida Atsushi Department of Science Education, Aichi University of Education, Aichi, Japan aut NATIONALLICENCE 700 1- Uysal Sibel College of Education, Arizona State University, Tempe, AZ, USA aut NATIONALLICENCE 773 0- International Journal of Science and Mathematics Education Kluwer Academic Publishers 5/3(2007-09-01), 415-438 1571-0068 5:3<415 2007 5 10763 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer