ABSTRACT
The low number of girls studying physical science after the age of 13 has been the subject of world-wide concern since the 1970s. The change of status of science from an optional to a compulsory subject in the curriculum of many countries is an attempt to alter this situation. This can only be effective, however, if the reasons for girls’ avoidance of science can be identified and counteracted. Much is known about the differences in attitudes, experiences and achievements of girls and boys as they relate to science. What currently concerns educators is the way these factors inter-relate to create gender differences.
