GENDER-BASED DIFFERENCES IN SCHOOL-AGED CHILDREN’S DIVERGENT THINKING
Journal Title: International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) - Year 2014, Vol 2, Issue 2
Abstract
This study examines whether the shortage of females in science and engineering possible gender-based differences in school-aged children’s divergent thinking. Divergent thinking is a direct measure of creativity and an important characteristic in science and engineering. A survey instrument designed to measure divergent thinking was administered to 8th and 11th graders in a mid-western United States school district. Results showed that there were no difference between girls and boys on measures of divergent thinking: fluency, flexibility, and originality. These results indicate little reason as to why participation in science and engineering is male dominated, and support the notion that additional exposure to science and engineering through divergent-thinking activities will provide girls with the self-knowledge that they are capable of solving openended problems and engineering tasks.
Authors and Affiliations
Leah C. Roue, Dr.
Keywords
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