Decision-making factors of female A-level chemistry students when choosing to study a degree in chemistry
Gender issues, and specifically the lack of women in the physical sciences, has been a subject of intense debate for decades. The problem is so acute, that national initiatives have been developed to analyse and address the issues, with some success in STEM, particularly in higher education and also...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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De Gruyter
2022-05-01
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| Series: | Chemistry Teacher International |
| Subjects: | |
| Online Access: | https://doi.org/10.1515/cti-2021-0030 |
| _version_ | 1797989286382927872 |
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| author | Crossdale Rachel Scott Fraser J. Sweeney Gemma |
| author_facet | Crossdale Rachel Scott Fraser J. Sweeney Gemma |
| author_sort | Crossdale Rachel |
| collection | DOAJ |
| description | Gender issues, and specifically the lack of women in the physical sciences, has been a subject of intense debate for decades. The problem is so acute, that national initiatives have been developed to analyse and address the issues, with some success in STEM, particularly in higher education and also in industry. However, despite this progress, there is little understanding as to why women are less likely to study the chemical sciences in particular. In this research, a survey and interviews were used to find out why female A-level chemistry students choose, or do not choose, to study chemistry at higher education level. Two distinct phases were identified. Firstly, intelligence gathering to understand the location, content, entry requirements, and career options for potential course and institution combinations. Secondly, self-reflection to establish whether, knowing themselves, students feel as though they would be successful on a particular course at a particular institution. These findings align with research into gender imbalance in STEM and Higher Education more broadly, but go beyond this to broaden current debates with a focus on chemistry in particular. |
| first_indexed | 2024-04-11T08:17:51Z |
| format | Article |
| id | doaj.art-301f60bc67f344a3a2d8019d1ceaba3a |
| institution | Directory Open Access Journal |
| issn | 2569-3263 |
| language | English |
| last_indexed | 2024-04-11T08:17:51Z |
| publishDate | 2022-05-01 |
| publisher | De Gruyter |
| record_format | Article |
| series | Chemistry Teacher International |
| spelling | doaj.art-301f60bc67f344a3a2d8019d1ceaba3a2022-12-22T04:35:04ZengDe GruyterChemistry Teacher International2569-32632022-05-014323124210.1515/cti-2021-0030Decision-making factors of female A-level chemistry students when choosing to study a degree in chemistryCrossdale Rachel0Scott Fraser J.1Sweeney Gemma2Sociological Studies, The University of Sheffield, Elmfield, SheffieldS10 2TN, UKPure and Applied Chemistry, University of Strathclyde, Thomas Graham Building, 295 Cathedral Street, Glasgow, RenfrewshireG1 1XL, UKSchool of Applied Sciences, University of Huddersfield, Huddersfield, Kirklees, HD1 3DH, UKGender issues, and specifically the lack of women in the physical sciences, has been a subject of intense debate for decades. The problem is so acute, that national initiatives have been developed to analyse and address the issues, with some success in STEM, particularly in higher education and also in industry. However, despite this progress, there is little understanding as to why women are less likely to study the chemical sciences in particular. In this research, a survey and interviews were used to find out why female A-level chemistry students choose, or do not choose, to study chemistry at higher education level. Two distinct phases were identified. Firstly, intelligence gathering to understand the location, content, entry requirements, and career options for potential course and institution combinations. Secondly, self-reflection to establish whether, knowing themselves, students feel as though they would be successful on a particular course at a particular institution. These findings align with research into gender imbalance in STEM and Higher Education more broadly, but go beyond this to broaden current debates with a focus on chemistry in particular.https://doi.org/10.1515/cti-2021-0030attitudesculture and educationgender issuesmisconceptions |
| spellingShingle | Crossdale Rachel Scott Fraser J. Sweeney Gemma Decision-making factors of female A-level chemistry students when choosing to study a degree in chemistry Chemistry Teacher International attitudes culture and education gender issues misconceptions |
| title | Decision-making factors of female A-level chemistry students when choosing to study a degree in chemistry |
| title_full | Decision-making factors of female A-level chemistry students when choosing to study a degree in chemistry |
| title_fullStr | Decision-making factors of female A-level chemistry students when choosing to study a degree in chemistry |
| title_full_unstemmed | Decision-making factors of female A-level chemistry students when choosing to study a degree in chemistry |
| title_short | Decision-making factors of female A-level chemistry students when choosing to study a degree in chemistry |
| title_sort | decision making factors of female a level chemistry students when choosing to study a degree in chemistry |
| topic | attitudes culture and education gender issues misconceptions |
| url | https://doi.org/10.1515/cti-2021-0030 |
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