The study

This section outlines the structure of the study, the manner in which it was conducted and the characteristics of its participants. It discusses the circumspection that needs to be undertaken when engaging in feminist research and sets out the questions that guided the research. In discussing the methods that were used in conducting the research, the reasons and the value of utilising quantitative as well as qualitative methods of data collection are explained. This section also provides details of the institution that was the site of the research and the structure of the curriculum programme that it offers. A description of the learner cohort is provided and aspects of their science performance that motivated and relate to this study are indicated. The section also describes the development of the instruments that were used to gather data, with reference learners’ responding

to the research questions, and the interviewers. The procedure for collecting the data is discussed and the demographic data are analysed to give an indication of a profile of the learner cohort that participated in the research. This profile included establishing the economic level of the learners’ families with regard to level of access to technology and the educational level of their parents. A discussion of the motivation for focusing on specific areas that relate to science in the home and school is also embarked on. The chapter concludes with a discussion of the ethical guidelines to be considered when doing research. The final section is a self-reflexive look at the organisation of the study and how it was conducted.

4.2.1 The research methodology

The location of the topic in a feminist theoretical framework necessitates that cognisance be taken of the debates surrounding the methodological praxis involved in research and specifically fieldwork in this area. With regard to the necessary circumspection needed with the participation of girls in qualitative data-gathering, the comments by Mbilinyi (1992, p.35) that refer to the “ideology, personal identity and social location of the researcher” as important aspects of the personal location of the interviewer, were noted and utilised as a guide when the qualitative section of the research was conducted. Kelly, Burton and Regan’s (1994, p.33) opinion that:

“…feminist research focuses on how women’s lives are constrained by the actions of men individually and collectively and the strategies girls and women find to resist, challenge and subvert…”

is particularly noted, given the focus of the study. In this regard, Edwards (1990) mentions the three principles to be considered when conducting feminist research: that women need to address their lives on their own terms; that feminist research should be on and for women (Kelly, Burton and Regan, 1991); and that the researcher should be part of the production process of the research. In concurring with the view that women should be involved in the research where issues of gender are pertinent, Wolf (1996) speaks of employing the technique of immersion in using a methodology which allows the researcher to observe the culture from within. The practical outcome of this is the use of researchers and/or fieldworkers who are conversant with the social dynamics of the race, class and status of the participants in the research. Fieldworkers should be aware of the societal profile of the communities from which the participants, including their race, religion and economic background and should, in the case of the quantitative in-depth interview, be of the same gender as the participant. Fieldworkers should also be aware of the generally held stereotypical views of the community from which the participants come.

Kelly, Burton and Regan (1991) outline the key definers of feminist research, namely that it uses qualitative methods, empowers the participants and that the research is directed towards social change in the conditions of women. The in-depth interviews conducted with girl learners sought to raise their awareness of gender issues and, in so doing, to empower them with a view to improving the way in which they viewed the opportunities in their lives. This study aims at creating more awareness around the effects that the male image of science is having on the participation rates of girls in science and science education. The above views on the fundamental components of gender research have been noted and have found practical expression in the manner in which the in-depth interviews and the survey questionnaire were conducted.

Mbilinyi’s (1992, p.56) suggestion that, in adopting a feminist research methodology in researching gender issues, the way to manage bias is to bring “value premises and judgments” into the terrain of the research process, has thus found practical expression in the qualitative aspect of this research: bias is acknowledged as containing opinions based on the societal norms values of the interviewers. Mbilinyi’s suggestion requires that circumspection be exercised in selecting interviewers for the boys and the girls. Interviewers of the opposite sex to the interviewees could bring to the process a natural gender bias developed from adherence to socio-cultural norms and values and in this way make interviewees apprehensive about expressing themselves for fear of contradicting acceptable social positions on gender issues. The suggestion would also encompass adhering to ethical standards of research, especially since the research terrain is gender, such as acquiring permission for the learners to be interviewed because they are considered to be minors according to South African law and giving them the option of not participating in the interview.

4.2.2 Research aims and questions

The research aims to ascertain whether there is a significant difference, on the basis of gender, in a sample of Grades 7, 8 and 9 learners’ perceptions of and interest in science and science education and to explore the areas from where these differences emanate. The aims of the research are also to explore learners’ subjective perspectives and attitudes to science and science education in the social, economic and cultural context of their lives. The influence of the school environment, encompassing interaction with peers, school educators, the precepts of the curriculum and teaching and learning resource materials, on the learners in Grades 7 through 9, is also investigated.

The research is predominantly focused on exploring the influence of social, familial and cultural contexts on girls’ and boy’s perceptions of, attitudes to, and interest in science and science education and the subsequent careers to which they aspire. The research also aims to explore

differences across language, race, grades and gender, to establish how learners’ responses can be understood and what inferences can be drawn from them.

The research questions of the study may be grouped into three main areas:

1. Gender differences in learners’ perceptions of, interest in and activities related to science a. Do learners’ perceptions of and interest in science and reported activities differ

according to their gender?

b. To what extent do gender differences with respect to learners’ perceptions of, interest in and activity in science differ with grade advancement?

c. What is the extent of learners’ reported engagement with science via electronic and print media and verbal communication?

d. To what extent do learners report being active in science activities outside of formal schooling, and is this gendered?

e. Are learners’ perceptions of the role and importance of science differentiated by gender?

2. Learner perceptions of gender differences in science classrooms

a. Are learners’ reported experiences and perceptions of the dynamics in science classrooms differentiated by gender?

b. Are learners’ perceptions of their and other’s engagement with science differentiated by gender?

c. Are learners’ reported anxiety levels in science classrooms differentiated by gender? d. The impact of social contexts: family, home, the media and community on learners’

perceptions of science

a. To what extent do learners’ reported perceptions subscribe to gender stereotypes about science, scientists, science education and science careers? b. Are there gender differences in learners’ reported science-related activities at

home?

c. What are learners’ reported perceptions of the gender of scientists as portrayed in the media?

d. What role does race play in learners’ perceptions of science?

e. What are learners’ reported perceptions of and messages about their parents’ views on science and science careers?

4.2.3 The research design

This study included both quantitative and qualitative research methods, a survey questionnaire and in-depth interviews with a smaller sample drawn from the larger survey sample. De Vos’s (1998) opinion that qualitative data complement quantitative data, thus increasing the reliability of the observations, served as a reason for complementing the quantitative survey questionnaire with semi-structured in-depth interviews in this research. Duffy (1993), cited in De Vos (1998, p.359), terms this complementing and contextualising “data triangulation”. In substantiating De Vos’s viewpoint, Mason (2002) points out that the researcher cannot separate facts from their context; quantitative data need a context which gives social meaning to the data, improves the authenticity of the findings and enhances the quality of the responses from the participants. The researcher uses the qualitative data in a sensitive manner that encompasses a contextual and social understanding and interprets all the data collected with this in mind.

Whilst the quantitative method would yield statistics of learner responses that would support and add numerical weight to assumptions and comments, qualitative data would enrich these assumptions and substantiate or refute the statistical data. The nuanced responses that language use during in-depth interviews allows for, adds more meaning to the somewhat ‘clinical’ responses to the quantitative survey questions. During interviewing, interviewers are able to pick up coded comments with hidden socio-cultural messages that provide anecdotal evidence. Using both qualitative and quantitative data-gathering methods also allows for cross-checking of the responses to similar issues raised in both forms of data-gathering that were used.

The quantitative data collection, by means of the survey questionnaire, was done before the qualitative collection that was done by means of the semi-structured, in-depth interview. This was purposefully done to immerse the learners into the topic of gender and science so as to raise their awareness of the issues and so that they could express a more considered opinion. More importantly, this also allowed the researcher to probe issues that emerged from the findings of the survey to enable a richer, more in-depth understanding and reflection.

4.3 The participants