It is 1962 and an adolescent female is trying to decide what classes to take; the principal asserts, “a girl has no need for physics.”2 School counselors or administrators may no longer make statements like this; however, the perception that shaped the principal's comment may be part of hidden and subtle discriminatory attitudes still active in today's schools. The point of this paper is to reveal and assess current attitudes toward female participation in physics education and suggest practices to ensure a fair environment for both males and females.
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