The world today is increasingly dependent on science and technology (S&T) and the question of gender and S&T becomes even more pertinent. We not only require people to contribute to the growth of S&T, we require that they understand the impact of S&T on our lives and use its products effectively. That worldwide there is a trend of fewer women participating in the growth of S&T is worrisome, as it prevents inclusive perspectives. Education is viewed as a panacea for the imbalances and a harbinger of positive change from the existing status-quo. Despite the emphasis on educational reforms, in India the societal picture has not changed. Indeed, research reveals that across the world education is gendered (AAUW 1992, Sadker and Sadker 1989).
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According to Sjoberg and Imsen (1988) an image of science is a cumulative result of various school and out-of school influences. A study was undertaken in Mumbai with eighth standard students (about 13 years old) as part of an international collaborative effort coordinated by Prof. Svein Sjoberg (Norway), Dr. Jayashree Mehta (India) and Jane Mulemwa (Uganda). This study with students from Mumbai used a multi-task approach to gain insight into students' ideas about science and scientists from various perspectives (Chunawala and Ladage 1998). The tasks required students to use different skills ranging from merely checking, to writing essay type answers and drawing. One of the most consistent findings was an overly positive image of science and scientists. Students' positive image of science and scientists may be viewed as a favourable manifestation in a developing country like India, which since its Independence has emphasised science and technology for development. A very positive image of science and scientists has also been reported by earlier studies of students in the West (Mead and Metraux 1957). Some recent studies, however, show that students associate destructive and harmful aspects with science, and hence they do not hold a glorified picture of science (Solomon, Duveen and Scott …show more content…
In India, there is a great dependence on textbooks mainly because of a lack of other educational materials. A study of textbooks by Narendra Nath Kalia in 1979-80, which analysed 41 books (21 English and 20 Hindi) prepared and used by the National Council of Education Research and Training (NCERT) and Central Board of Secondary Education (CBSE) indicated widespread and extensive gender bias in the textbooks. Not only were women portrayed in very few of the lessons as compared to men, (the ratio being 1:3) whenever women were portrayed, they were depicted as inferior to men. Of the large number of occupations depicted in the textbooks, women were excluded from the majority. The few occupations held by women were generally lower in income and prestige as compared to men (Kalia
According to Sjoberg and Imsen (1988) an image of science is a cumulative result of various school and out-of school influences. A study was undertaken in Mumbai with eighth standard students (about 13 years old) as part of an international collaborative effort coordinated by Prof. Svein Sjoberg (Norway), Dr. Jayashree Mehta (India) and Jane Mulemwa (Uganda). This study with students from Mumbai used a multi-task approach to gain insight into students' ideas about science and scientists from various perspectives (Chunawala and Ladage 1998). The tasks required students to use different skills ranging from merely checking, to writing essay type answers and drawing. One of the most consistent findings was an overly positive image of science and scientists. Students' positive image of science and scientists may be viewed as a favourable manifestation in a developing country like India, which since its Independence has emphasised science and technology for development. A very positive image of science and scientists has also been reported by earlier studies of students in the West (Mead and Metraux 1957). Some recent studies, however, show that students associate destructive and harmful aspects with science, and hence they do not hold a glorified picture of science (Solomon, Duveen and Scott …show more content…
In India, there is a great dependence on textbooks mainly because of a lack of other educational materials. A study of textbooks by Narendra Nath Kalia in 1979-80, which analysed 41 books (21 English and 20 Hindi) prepared and used by the National Council of Education Research and Training (NCERT) and Central Board of Secondary Education (CBSE) indicated widespread and extensive gender bias in the textbooks. Not only were women portrayed in very few of the lessons as compared to men, (the ratio being 1:3) whenever women were portrayed, they were depicted as inferior to men. Of the large number of occupations depicted in the textbooks, women were excluded from the majority. The few occupations held by women were generally lower in income and prestige as compared to men (Kalia