1. Figure 3. The average interest of males and females pursuing a science career comparing pre-adolescence and adolescence. Averages were not significantly different. Error bars indicate 95% C.I. One way ANOVA found p=0.4483. Introduction Science is stereotypically classified as a masculine domain. Women make up only 23% of the science and engineering workforce. Prior to middle school, male and female science test scores and attitudes for the subject are comparable. Why would women have lower interests in a science career? Interned at Clearwater Marine Aquarium Summer Camps; surveyed 8-14 year olds over nine weeks Analyzed data with ANOVA and Mann- Whitney tests Hypothesis There will be no difference in the attitudes of boys and girls towards science regardless of age. Gender disparity in science begins in middle school when girls view science as detrimental to their social reputation. Objectives Survey 8-14 year olds, males and females, to examine when the gender gap commences. Assess the bias in male and female domains in science interests. Apply my research to my future classroom strategies and promote females to persist in science education. 3 page survey queried students’ interest, likelihood of a career, ways in which they engage in a science environment, knowledge to relate science to real world Methods “White male. In the lab. With a beaker.”: an investigation on gender in science Marissa Menzel Department of Biological Sciences, York College of Pennsylvania Figure 2. Figure 2. Male and females’ interest in specific science domains with 95% C.I. * indicates significant difference. Mann Whitney found p<0.0012 for hard and p<0.0004 for soft. Acknowledgements Dr. Nolan- Thesis Advisor, Clearwater Marine Aquarium, and Dr. Summers of Harvard, who inspired the idea. Literature Cited Stake, J. and Mares, K. 2001. Science Enrichment Programs for Gifted High School Girls and Boys: Predictors of Program Impact on Science Confidence and Motivation. J. of Research in Science Teaching 38: 1065-1088. Stake, J. and Nickens, S. 2005. Adolescent Girls’ and Boys’ Science Peer Relationships and Perceptions of the Possible Self as a Scientist. Sex Roles 52: 1-11 Results Conclusion There was no difference in the attitudes of males and females towards science. Hard sciences such as chemistry and physics attract fewer females than topics pertaining to plants and animals. Children did not lose interest upon entering middle school. As an educator, I will capitalize on the results of this study and continue to peak the interest of females in science. Science textbooks depict a greater number of males in active science roles. Males dominate math and science classes by participating 8x more frequently than females. The rigorous undergraduate and post graduate coursework required and time invested conflicts with her biological clock and family life. Girls and boys did not vary in their interest in science. There is a significant difference between the disciplines of science males and females prefer. Age was not a factor in diminishing interest in science. Early in life, girls are encouraged to interact with dolls or cooking sets, while males develop reasoning skills engaged in toys such as K’Nex. Figure 3. Future Studies A more diverse population can provide a holistic view of the dichotomy of gender in the field of science. Investigate educator’s awareness of the gender gap and how it affects their classroom. Explore events that explain why females lean more towards life sciences. Figure 1. Mean of male and females’ interest in science. 137 participants over a nine week study. Error bars indicate 95% CI. Means not significantly different using Mann Whitney test (p=0.8689). Figure 1.