Gender Differences in Interactions with STEM Curricula in a K-12 School in Bahrain

Abstract

The underrepresentation of women in science, technology, engineering, and mathematics (STEM) studies and fields can have long-lasting consequences. Most studies address the underrepresentation at the college level and in the workforce, but few studies focus on the formative school years (K–12). To uncover deep-seated reasons for the disparity later, this study investigated differences between male and female students vis-à-vis achievement and interaction with the curriculum in mathematics and science classes in elementary, middle, and high school. To add to the body of knowledge about education in the Arab world, the research site was an American-based curriculum school in the Kingdom of Bahrain. This exploratory case study used the STEM classroom as the case and was based on the leaky STEM pipeline theory and the transformational leadership theory. Classrooms were observed, the corresponding teachers were interviewed, and corresponding documents were reviewed. The qualitative data was coded based on predetermined themes (e.g., interest, collaboration, and response to differentiated instructions), and emergent themes (e.g., content and presentation of students’ work). Across grade levels, female students favored explaining facts, defining terms, writing lengthy reflections, having colorful projects, and conceptualizing scientific theories. Across grade levels, students from both genders collaborate well. Male students are more interested in science due to the tactile nature of the subject.