Girls and Science: Examining Students’ Attitudes and Learning Environment Perceptions

Abstract

This study sought to better understand girls and science investigating attitudes and learning environment perceptions. The research drew on an interpretivist paradigm, using a mixed method explanatory sequential design. Quantitative data collection (N=204 secondary students) involved surveys to assess attitudes towards science classes and learning environment perceptions. Qualitative information involved 42 interviews (N=42). Findings highlight the need to continue offering and promoting science and STEM in a gender-balanced way to increase girl’s engagement.