Influence of Gender Stereotype on Performance in Science across Gender among Secondary School Students

The purpose of this study was to establish the influence of gender stereotype on performance in science across gender. Fisher’s formula was used to sample 175 Form IV students from a population of approximately 1,600 in Migori County, Kenya. Questionnaires, Interview Schedules and Focus Group Discussion Guide were used to collect data. Descriptive statistics, correlation and linear regression were used to analyze quantitative data. Qualitative data was organized into themes and interpreted. Boys had a higher level of performance in science (Mean=39.21, SD=13.33) than girls (Mean=30.51, SD=11.83), and the mean difference was statistically significant at α=.05 (t=3.99, p=.00, df=172). Girls displayed a higher level of gender stereotype (Mean=1.67) than boys (Mean=1.66), but this difference was not statistically significant (t=-.187, p=.852). Further, gender stereotype significantly correlated with performance in science for both boys and girls; boys had r=-.272 (p=.002, n=125) and girls had r=-.251 (p=.082, n=49), indicating a stronger relationship for male than female students. In conclusion, the impact of Gender Stereotype on Performance in Science was stronger for female students than male students. We recommend that ways of minimizing gender stereotype among secondary school students should be established because it is negatively associated with performance in science. However, such a move should be more intense for female students than male students.