"Scientists can be women" - A case study on perceptions of gender in science at a rural primary school in England

Science has been found to be a male dominated discipline and their success in this area is consistently exhibited (Miller et al., 2018, p.1953). This may deter girls from considering jobs in science-related roles as they do not deem them gender appropriate professions, leading to disengagement from the discipline as a whole and so conforming to the negative gender stereotype (Davenport and Shimwell, 2019, p.29; Stenson, 2020, p.15). Thus, educational experiences can have major implications on future career choices, particularly in terms of girls entering science-based professions (Lumby and Coleman, 2016, p.7; Davenport and Shimwell, 2019, p.29). Therefore, the aim of this case study was to examine perceptions of gender in science from the viewpoint of both primary school teachers and Key Stage 2 children as well as to identify strategies to promote equality and challenge science-related gender stereotypes in primary science lessons. Semi-structured interviews and questionnaires were carried out in a rural primary school in England with the sample consisting of 2 primary school teachers and a range of Upper Key Stage 2 children. Overall, the data suggested that science-related gender stereotypes are not currently perceived as a prevailing issue in the context of this study. The children’s questionnaire responses proposed that most children enjoy learning science and that they do not hold views of scientists as being predominantly male or female. The interviews reinforced that engagement in science is not the result of gender, rather is due to the children as individuals. Outcomes of the research contribute to existing knowledge to suggest that tailoring learning to the individual children, alongside the use of role models and opportunities for group-based practical learning, are successful strategies for promoting equality and overcoming science-related gender stereotypes.