Journal of Women and Minorities in Science and Engineering

ISSN for PRINT: 1072-8325

For Online Access

Best Paper Award Selection - Editorial Board Site

2007, Volume13

Issue 3

126 pages

DOI: 10.1615/JWomenMinorScienEng.v13.i3

Issue price - $58.00

Francis Mlenga
Mkoba Teachers' College, Gweru, Zimbabwe

This article focuses on factors affecting elementary female student teachers' choice of science as a major at college level in Zimbabwe. In Sub-Saharan Africa, there has been an unprecedented expansion in education in the last 2 decades. This reflects the broad recognition that education contributes to national development. This expansion has not been matched with equal access and opportunity to education. The education of females still lags behind that of males in most developing countries, and in Sub-Saharan Africa in particular (Hyde, 1989). Fewer girls than boys study science at both secondary and college levels. The study took place in Zimbabwe at Mkoba Teachers' College. Two groups of elementary female student teachers participated in the study, namely science majors and nonscience majors. Ten science majors and nine nonscience majors took part in individual interviews. For focus group interviews, there were three groups of six each from science and nonscience majors. The study was conducted between May 2004 and July 2004. Out-of-school experiences, culture, and attitudes toward science emerged as factors affecting female student teachers' choice of science as a major. A number of implications have been discussed as well as suggestions for further research. Limitations of the study have been analyzed as well.

DOI: 10.1615/JWomenMinorScienEng.v13.i3.40 Download article, 259-278 pages

Article price - $35.00

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