Gender Differences in Participation and Achievement in Science: Implications and Intervention Strategies for Scientific and Technological Development in the Caribbean

Abstract

Gender differences in science have received serious attention in science education research for the last two decades. Boys
and girls have been compared on various variables such as achievement, attitude, motivation, interest, and performance
behaviors. Moreover, the differences have been linked with unequal representation of men and women in science and
technology – related careers indicating levels of contributions of men and women to national development. Therefore, this
paper contends that it is difficult to address the issue of national development particularly in science and technology without
recourse to the gender factor. Specifically, the 1995 Commonwealth Plan of Action on gender and development, indicates that
“the Commonwealth shall work towards a world in which women and men have equal rights and opportunities in all stages of
their lives to express their creativity in all fields of human endeavour and in which women are respected and valued as equal
and able partners in establishing values of social justice”. This paper poses and answers these questions: (a) What is the
pattern of gender differences in science achievement internationally and in the Caribbean? (b) What are the possible
explanations for gender differences in science achievement internationally and in the Caribbean? (c) What are the effects of
gender differentials in science on national development? (d) What are the possible intervention strategies towards gender
balance in science achievement? This paper presents answers to these questions using reports of meta-analysis of science
education research and goes ahead to offer suggestions for action as to how gender gaps can be bridged in the Caribbean in
order to ensure contributions of both men and women to regional scientific and technological development.