ticularly via biology.Emphasize the social implications of science.Encourage aesthetic appreciation and humanitarian aspects of science.Present an image of science that is person-related rather than thing related.Introduce more choice in topics which students study.Encourage girls to fully participate in practical work.Ensure that seating arrangements for boys and girls are arranged equitably.Avoid any differences in teacher expectations regarding girls.Prevent girls being ridiculed in any way for their lack of experience in practical science-related activities.Ensure girls have equal access to equipment and teacher assistance.Consciously encourage the efforts and contributions of girls in science class.Discuss the different teaching approaches that can be used with the class.Stress the role that women have played in the history of science.Invite female guest speakers to class from science-related and non-traditional careers.Incorporate investigations of science careers in the curriculum and encourage girls to broaden their options.Examine the content, context of examples and presentation of textbooks for any sex bias.Use a variety of modes of assessment.Organise remedial, compensatory or enrichment activities for girls.Have a “recruiting” drive in the junior school to encourage girls to continue with science.Arrange a parent evening to discuss the importance of encouraging girls in science and non-traditional careers.Set up a support group for girls where they can discuss their anxieties about science and where they can be assisted with study skillsRearrange the school timetable so that the traditional male subjects are not set against those associated with girls.From Johnston (1984)...
