Kelly's research (1981) suggested what about science?

Kelly's research (1981) suggested what about science?

• A. Science was equally attractive to boys and girls.
• B. Science was not influenced by textbooks.
• C. Science was a male subject as a result of male role models and textbook images.
• D. Science teaching improved due to female role models.

Answer: (C)

Gender representation in school materials shapes whether students see science as for them. Kelly’s 1981 work argued that science is perceived as a male domain because textbooks and classroom media overwhelmingly depict scientists as men. This constant portrayal helps students internalize an association between science and masculinity, making science feel less accessible or welcoming to girls. In other words, the images and role models students encounter in learning materials actively construct who feels they belong in science, which can influence interest and engagement. That’s why the statement emphasizing science as a male subject due to male role models and textbook images best captures the idea. It highlights how sociocultural messaging—not just content knowledge—shapes gendered perceptions of science. The other possibilities miss this point: science being equally attractive would ignore the gendered messaging; textbooks not influencing beliefs contradicts the idea that representation matters; and improved teaching from female role models suggests a different claim about outcomes rather than the social construction of who science is for.

Gender representation in school materials shapes whether students see science as for them. Kelly’s 1981 work argued that science is perceived as a male domain because textbooks and classroom media overwhelmingly depict scientists as men. This constant portrayal helps students internalize an association between science and masculinity, making science feel less accessible or welcoming to girls. In other words, the images and role models students encounter in learning materials actively construct who feels they belong in science, which can influence interest and engagement.

That’s why the statement emphasizing science as a male subject due to male role models and textbook images best captures the idea. It highlights how sociocultural messaging—not just content knowledge—shapes gendered perceptions of science. The other possibilities miss this point: science being equally attractive would ignore the gendered messaging; textbooks not influencing beliefs contradicts the idea that representation matters; and improved teaching from female role models suggests a different claim about outcomes rather than the social construction of who science is for.