 Today, I’d like to propose two things

based on the concept of “self – fulfillingprophecy” from Robert K. Merton who isa sociologist.
1; Look at positive side, when we see thedata about girls’ attitude towards
science.
2; Raise expectations and give moreencouragement to girls to enhance theratio of women scientists.
© G.Kawano

2

1. General view on the girls’ attitude
towards science from previous research.
2. Different view on the girls’ attitude
towards science from the questioner
research collected from junior-highschool which I was involved with.
3. Considering the girls’ attitude and thegoal of 202030.
© G.Kawano

3 Junior high school is the last stage ofcompulsory education in Japan (JH1=7th).
It means that science education in
Junior-high is very important for providing
basic knowledge for citizens and helping
students choose their high school anduniversity science course.

© G.Kawano4

According to most international surveys, Japanese
junior high school students tend to have a negative
attitude toward science compared to other countries,
especially girls. Despite this, both girls and boys are in
the highest groups of science achievement.
-TIMSS 1995
Japanese girls have less Self-Confidence in learningscience than boys.
The gender gap in students’ dislike for learning science
was the largest among the participant countries
where science is not taught as a specialization.
-PISA2006
A feature of Japan is the large gender differentiation in
attitudes toward learning science.

© G.Kawano5 According to some domestic surveys, the ratioof girls who like science in junior- high is
obviously lower than boys, and the gap
between girls and boys is increasing comparedto their pupils in elementary school.
-2001(National Institute for Educational PolicyResearch)
The gender gap of students who like science is 10
points in the elementary school, but 19 points injunior-high.
-2006 (Benesse Educational Research andDevelopment Center)
There are less girls who like science in Junior-highthan boys (girls;43% / boys;63%).
The gender gap of students who like science injunior –high (20p) is greater than the gap
between pupils.
© G.Kawano6

 Girls have a more negative attitude towardscience than boys.
 Girls negative attitude in Junior –High is gettingworse than in their elementary schools.
 Based on these findings, the reason why few girls

major in science courses is their negative attitude
toward science.
 This conclusion is right, but it seems to be only one
sided. We could notice other points, if we cangrasp the details of girl’s interests and attitudes
towards science. I will show you on the next slides
using the collaboration research which I wasinvolved with.
© G.Kawano

7I would like to focus on the data of a questioner survey
to grasp the actual condition of science learning
collected from junior high school students.
 This questioner survey conducted by the collaboration
research group on “gender and education” belongs
to the International Society for Gender Studies.
 The survey has two unique points.
- High reliability; The National Junior High School
Science Educational Research Association collected
samples at random from all areas of Japan.
- Measuring the change from first year to second yearin Junior-high; These samples are from the sameschool students, 1999 was the 1st year and 2000 wasthe 2nd year.
© G.Kawano8

 I would like to show you the essence ofthe result of our research.

1. Details of like/dislike for science
2. Valuing of learning science
3. Changing of interest towards science© G.Kawano

9© G.Kawano

10

17.2

7th (n=468)

20.7

12.6

26.9

43.3

Boys

8th (n=443)

11.3

7th (n=435)

10.3

15.7

40.7

32.4

Girls

8th (n=408)

10.5

24.1

44.7

0%

Like

20%

10.6

36.2

42.8

40%

Somewhat Like
© G.Kawano

60%

Somewhat Dislike

80%

100%

Dislike
11Boys(n=440)

25.9Girls(n=402)

15.0

18.2

0%

27.5

27.6

20%

Continued interest

25.9

40%

No interest© G.Kawano

60%

Early interest

31.6

28.4
80%

100%

Late interest
12Interested to solve a riddle ora. discover wonder of nature.
Knowing about the mechanism ofb. natural phenomenon is important.
An entrance examination requiresc. Science.
d.

Science is useful for everyday life.

Science is useful for future family
e. life.
Science is useful for future
f. employment.
g.

Studying science is meaningless.

7th8thGirls
65.7
53.8
Boys
64.9
n.s.
55.2
Girls
57.7
46.2
Boys
55.9
n.s.
45.9
Girls55.8
41.0
Boys
62.9
*44.8
Girls
29.2
18.8
Boys
28.3
n.s.
22.3
Girls25.7
11.6
Boys
25.9
n.s.
10.2
Girls
21.3
9.1
Boys
31.8
***
15.5
Girls
10.0
16.3
Boys
10.3
n.s.
13.6
*p<.05, **<p,.01, ***p<.001© G.Kawano

13n.s.
n.s.
n.s.
n.s.
n.s.
**
n.s.

Continued

Late interest

interest

Interested to solve a riddle or discovera.
wonder of nature.
Knowing about the mechanism ofb.
natural phenomenon is important.
An entrance examination requiresc.
Science.

84.9

＞

65.8

54.8

＞

51.8

37.0＞
＞
＜35.1

d. Science is useful for everyday life.

30.1

e. Science is useful for future family life.

13.7

f.

Science is useful for future
employment.

12.3

g. Studying science is meaningless.
*8th grades girls© G.Kawano

6.8

22.8

19.3

＞
＞

11.4
5.3
14

My teacher expects me to perfom
well in Science.
I think my mother will be happy if in
the future I am able to find job related
to science and/or technology.
I think my father will be happy if in
the future I am able to find job related
to science and/or technology.

VerymuchNot at
A little Less
allGirls

1.1

5.4

51.1

42.3

Boys

5.313.2

48.3

33.2

Girls

4.6

10.8

41.6

43.0

Boys

10.1

18.8

39.5

31.6

Girls

7.2

13.5

37.5

41.8

Boys

9.9

21.5

37.1

31.5

***

***

***

*p<.5, **p<.01, ****p<.001© G.Kawano15

 “202030” is the goal of gender equity policy in

the Japanese government set in 2003, the ratioof women leaders will be increased to 30% in all
fields by the year of 2020. Scientist is defined as
one of them.
 In fact I was talking about junior-high school girls
in 1999 and 2000. This generation of students are
now taking doctoral courses in 2011. Women
student ratio in 2011 is the following; science 17%,engineering 16%, agriculture 34%, health 33%. The
average ratio of natural science has not reachedthe 30% goal. It is clear that increasing thenumber of girls who major in science relatedareas is vitally important to promote the womenscientist ratio.
© G.Kawano16

 In my opinion, if people around girls

did not
fall into the trap of believing the mythabout girls and science, the women ratio in2011 would be enhanced.
 In conclusion I should like to say again thatto look at the positive side, to raise theexpectations and give moreencouragement to girls, is needed to stopthe “self-fulfilling prophecy”.
 I would be interested to learn about thesituation in Korea and Taiwan.
Thank you
© G.Kawano

17