We conducted extensive ethnographic research at Danish primary schools in order to gain a deep understanding of the lived experience of girls in seventh and eighth grade.
We sat in on math, biology, and physics lessons in order to observe the interactions between teacher and pupils – and amongst the pupils themselves. This was supplemented with in-depth interviews with friendship groups, teachers, and parents to identify the gender stereotypes and narratives at play. Furthermore, we interviewed experts within gender studies and semiotics to gain a holistic perspective on the challenges at hand.
This research was turned into anthropological insights about perceptions of science and technology – and the competences needed to excel – from the perspective of girls and their teachers. We further provided insights into the social, cultural, and structural dynamics within the classroom, to identify why teachers have a hard time acknowledging girls interest in science and technology.