Gender Influences on Parent-Child Science Problem-Solving Behaviors. Issue 3 (2nd July 2016)

• Record Type: Journal Article
• Authors: Short-Meyerson, Katherine; Sandrin, Susannah; Edwards, Chris
• Is Part Of: Journal of research in childhood education. Volume 30:Issue 3(2016)
• Page Start: 334
• Page End: 348
• Publication Date: 2016-07-02
• Subjects: Education -- parent and child -- problem solving -- science; Education -- Research -- Periodicals; Education -- Evaluation -- Periodicals; Child Development -- Periodicals; Education -- Periodicals; Learning -- Periodicals; Research Design -- Periodicals; Child; Infant; 370.72
• DOI: 10.1080/02568543.2016.1178194
• Languages: English
• ISSNs: 0256-8543

Abstract

ABSTRACT: Gender is a critical social factor influencing how children view the world from very early childhood. Additionally, during the early elementary years, parents can have a significant influence on their child's behaviors and dispositions in fields such as science. This study examined the influence of parent gender and child gender on 2nd- and 4th-grade children's strategies for solving science problems with their parents, as well as their attitudes about science. The behaviors of 13 parent-child dyads as they solved hands-on science problems together in an informal setting were examined. A child interview and a parent questionnaire were used to elicit information about their attitudes toward life science compared to physical science. Quantitative and qualitative analyses of the parent-child interactions revealed differences in the amount of encouragement offered to boys versus girls. Additionally, there were differences in questioning behaviors by parents as a function of parent gender and child gender. Furthermore, parental interest in various science topics differed along traditional gender roles, whereas boys and girls were interested in topics from both disciplines.