Is Chemistry as hard for women as for men? A case study in Biological Pharmaceutical Chemistry Bachelor at Autonomous Metropolitan University Campus Xochimilco in Mexico, City.

Abstract

Few would deny that teachers play a decisive role in the learning-teaching process of students. The learning-teaching process with a gender equity perspective is an important tool to improve the participation and success of women in chemistry. The learning-teaching process with a gender equity perspective was analyzed using the final scores of two taught modules along with molecular models, students’ drawing of flow diagrams, and open-book examinations. Data collected over a 15 years’ period were subject to χ2 testing using Statistical Package for the Social Sciences Software. Results found that the interaction effect between final scores and gender was statistically significant in the module of organic chemistry of drugs but not in the case of the module on drug production, which dealt with physical chemistry subjects. The significance of this study indicates that the teaching methodology used could help female students to learn both chemistry and physical-chemistry with better or similar outcomes than male students.