Girls as a group have far fewer science‐ and math‐related experiences than boys. This article reviews what is known about how these differences carry over into science museums. Behavioral studies indicate that girls generally engage in more cooperative behavior at museum exhibits, and boys explore exhibits more actively on their own. However, there are large differences between institutions and even discrepancies between similar studies at the same institution. Museums may be able to minimize gender differences by anticipating them in the design of exhibits and programs.
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Judy Diamond (1994) studied this question.
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