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About Girls' "Difficulties" in Science: A Social, Not a Personal, Matter by Donna B. Jeffe — 1995The perception that girls historically have had a difficult time in science and math is
commonly accepted by educators and laypeople alike. Yet the historical nature of
these difficulties is questionable. Current debates on sex-segregated science and math
classes, receiving considerable attention in the popular press and academic education
circles in recent months, seem to be founded on a misunderstanding of what
girls?“historical difficulties?actually were. The historical, social, and political context
of women’s experience in science serves to challenge the stereotype that girls “historically?
have had a difficult time in math and science. Further alluding to the
nature of women’s difficulties as historical and personal, without a critical analysis
of the sociopolitical parameters of women’s experience, serves to perpetuate stereotypes
about women rather than militate against obstacles created by them.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Donna Jeffe
Washington University School of Medicine
Donna J. Jeffe is a postdoctoral fellow in medicine, Center for Health Behavior Research, Washington University School of Medicine, St. Louis. She is the coauthor, with M. Freiman and E.B. Fisher, Jr., of "Women's Reasons for Using Postmenopausal Hormone-Replacement Therapy: Preventive Medicine or Therapeutic Aid," Menopause, Fall 1995.
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