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.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 334-348 |
| Number of pages | 15 |
| Journal | Journal of Research in Childhood Education |
| Volume | 30 |
| Issue number | 3 |
| DOIs | |
| State | Published - Jul 2 2016 |
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Keywords
- Education
- parent and child
- problem solving
- science
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
Cite this
Gender Influences on Parent-Child Science Problem-Solving Behaviors. / Short-Meyerson, Katherine; Sandrin, Susannah; Edwards, Chris.
In: Journal of Research in Childhood Education, Vol. 30, No. 3, 02.07.2016, p. 334-348.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Gender Influences on Parent-Child Science Problem-Solving Behaviors
AU - Short-Meyerson, Katherine
AU - Sandrin, Susannah
AU - Edwards, Chris
PY - 2016/7/2
Y1 - 2016/7/2
N2 - 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.
AB - 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.
KW - Education
KW - parent and child
KW - problem solving
KW - science
UR - http://www.scopus.com/inward/record.url?scp=84976433452&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84976433452&partnerID=8YFLogxK
U2 - 10.1080/02568543.2016.1178194
DO - 10.1080/02568543.2016.1178194
M3 - Article
AN - SCOPUS:84976433452
VL - 30
SP - 334
EP - 348
JO - Journal of Research in Childhood Education
JF - Journal of Research in Childhood Education
SN - 0256-8543
IS - 3
ER -