The majority of female pre-service elementary school teachers pursuing licensure is choosing English as their cognate rather than mathematics or science. The reason females are not choosing science as their cognate may be due to the fact that science has long been considered a masculine pursuit. To complicate the issue, pre-service female teachers of deep religious faith are further challenged to navigate the dichotomy of science and religion. As a result, women, and especially women of deep religious faith, are at risk of not participating in science studies. The author suggests that there is room in the science classroom for open dialogue with students regarding the distinction between science and religion. This dialogue may help students, especially women of faith, gain a deeper understanding of the nature of science and encourage participation in science.
© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)
Michael, K. Y.
"Women of Faith in Science: the Double Glass Ceiling,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 15
, Article 9.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol15/iss1/9