TY - JOUR
AU - Rennie, Léonie J.
AB -  Léonie J. Rennie Science and Mathematics Education Center, Curtin University of Technology, GPO Box U1987, Perth 6845, Western Australia Received 15 April 1998; Accepted 18 May 1998 One of the highlights of my participation in the National Association for Research in Science Teaching (NARST) meeting in Chicago in 1997 was a well-attended symposium led by Randy McGinnis and involving Tom Koballa and Ken Tobin. They addressed the issue of gender-inclusive education by reflecting on their situation of being men professors who teach science methods to classes containing a majority of women. As I listened to the speakers in this symposium, three issues about gender equity and research were raised that I felt were particularly important. The first issue was the need to recognize difference in the meaning and the use of the terms sex and gender. The second issue arose from the clear statement by each of the three participants that trying to ensure that science methods classes are gender inclusive and that their members are committed to gender equity is a difficult and risky business. In fact, McGinnis reported considerable resistance from the members of his science methods class in response to his spending time on matters 
TI - Gender equity: Toward clarification and a research direction for science teacher education
JF - Journal of Research in Science Teaching
DO - 10.1002/(SICI)1098-2736(199810)35:8<951::AID-TEA8>3.0.CO;2-T
DA - 1998-10-01
UR - https://www.deepdyve.com/lp/wiley/gender-equity-toward-clarification-and-a-research-direction-for-JILOtpBg2y
SP - 951
EP - 961
VL - 35
IS - 8
DP - DeepDyve
ER -