Pedro Russo

Gender Stereotypes in Science Education Resources: A Visual Content Analysis.

More men are studying and working in science fields than women. This could be an effect of the prevalence of gender stereotypes (e.g., science is for men, not for women). Aside from the media and people’s social lives, such stereotypes can also occur in education. Ways in which stereotypes are visible in education include the use of gender-biased visuals, language, teaching methods, and teachers’ attitudes. The goal of this study was to determine whether science education resources for primary school contained gender-biased visuals. Specifically, the total number of men and women depicted, and the profession and activity of each person in the visuals were noted. The analysis showed that there were more men than women depicted with a science profession and that more women than men were depicted as teachers. This study shows that there is a stereotypical representation of men and women in online science education resources, highlighting the changes needed to create a balanced representation of men and women. Even if the stereotypical representation of men and women in science is a true reflection of the gender distribution in science, we should aim for a more balanced representation. Such a balance is an essential first step towards showing children that both men and women can do science, which will contribute to more gender-balanced science and technology fields.

The influence of social movements on space astronomy policy: The cases of “Hubble Huggers”, JWST's “Science Warriors” and the ISEE-3 “Reboot Team”

Abstract Public engagement (PE) initiatives can lead to a long term public support of science. However most of the real impact of PE initiatives within the context of long-term science policy is not completely understood. An examination of the National Aeronautics and Space Administrations (NASA) and European Space Agencys (ESA) Hubble Space Telescope, James Webb Space Telescope, and NASAs International Sun/Earth Explorer 3 reveal how large grassroots movements led by citizen scientists and space aficionados can have profound effects on public policy. We explore the role and relevance of public grassroots movements in the policy of space astronomy initiatives, present some recent cases which illustrate policy decisions involving broader interest groups, and consider new avenues of PE including crowdfunding and crowdsourcing.

IAU Office of Astronomy for Development: Task Force Children and School Education

The main mission of the IAU OAD Task Force on Children and School Education is to support the implementation of the pre-tertiary education part of the IAU Strategic Plan ‘Astronomy for Development’. In this presentation we will give an overview of the role and programme of the task force as well as a general discussion about the past, present and future IAU education activities and programmes.